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page 

iv        Delete  the  first  h  in  Eurythmic.  ' 

13       In  IV  ORAL,  for  Tucker  read  Butter, 

28       In    I   WRITTEN,    second   paragraph,   for   5' 

read  '5. 
32       Place  the  period  at  the  end  of  the  fourth  line. 
57       Read  the  last  lines  of  the  rime  as  follows: 
X,  Y,  Z,  and  Amperse-and  [&] 
All  wished  for  a  piece  in  hand. 
57       In  1  WRITTEN,  delete  the  hyphens  in  And 

per  se  and. 
Ill     In  the  second  line    of    the    foot-rime,    begin 

six  with  a  small  letter. 
155     Capitalize  Cuckoo  and  Sparrow  in  every  case. 


"Afy  dears,  do  you  know 
That  a  long  time  ago — 


MECHANICS 

of 

WRITTEN  ENGLISH 

A  Drill  in  the  Use  of  Caps  and  Points  thru  the  Rimes  of 

MOTHER  GOOSE 

by 
Jean  Sherwood  Rankin,  M.A. 


Illustrations  by  Wanda  Gag 


PRESS  OF 

AUGSBURG  PUBLISHING  HOUSE 

MINNEAPOLIS.  MINNESOTA 


COPYRIGHTED,  1917,   BY  , 

JEAN  .S^ERWOOl5  RlNlCmr 
Minneapolis,  Mim4^^Th  '  •  • 

EDUCja-T-:[p.N'/DI!!P^^._ 


REGARDING  MOTHER  GOOSE  RIMES 

Perhaps  the  best  quantitative  verses  In  our  lan- 
guage (better  even  than  Coleridge's)  are  to  be 
found  In  Mother  Goose,  composed  by  nurses  wholly 
by  ear  and  beating  time  as  they  danced  the  baby  on 
their  knee. 

James  Russell  Lowell 
From  My  Study  Windows— IS70 


Mother  Goose  is  worthy  all  the  praise  that  she 

has  received Her  rimes  are  jingles  about  the 

everyday  activities  of  the  home,  and  being  In  rime, 
they  are  easily  remembered.  .  .  .  .Because  everybody 
knows  them,  they  are  the  small  change  of  education 
that  can  be  passed  from  one  purse  to  another.  They 
are  full  of  fun,  and  help  us  all  to  laugh  and  be 
happy. 

Can  you  think  of  any  other  collection,  no  matter 
how  Instructive  and  beautiful,  that  could  take  Its 
place? 

William  Byron  Forbush,  Ph.  D. 

From  Training  the  Child,  1917 


iyi69863 


One  of  the  issues  of  the  day,  educationally,  Is  the 
relation  of  rhythm  to  technique. 

This  has  long  been  the  issue  in  science  and 
philosophy.  It  is  now  the  issue  in  psychology  and 
pedagogy.     It  is  an  issue  that  cannot  be  dodged. 

The  relation  of  rhythm  to  technique  is  .  .  .  very 
near  a  religious  as  well  as  a  scientific  matter.  It 
brings  religion  and  pedagogy  as  close  together  as 
it  does  physiology  and  psychology. 

Here  are  a  few  thrilling  sentences  of  the  Eurjlyth- 
mic  science  and  art,  physiology  and  psychology, 
philosophy  and  pedagogy : — 

There  are  two  physical  agents  by  means  of  which  we  ap- 
preciate music, — ear  as  regards  sound,  and  the  whole  nervous 
system  as  regards  rhythm.  .  .  . 

The  need  is  to  create  by  the  help  of  rhythm  a  rapid  and 
regular  current  of  communication  between  brain  and  body.  .  .  . 
The  aim  is  to  eliminate  in  every  muscular  movement,  by  the 
help  of  the  will,  the  untimely  intervention  of  muscles  useless 
for  the  movement  in  question,  thus  developing  attention, 
consciousness,  and  will-power.  .  .  . 

The  body  must  become  capable  of  responding  to  artistic 
rhythms  and  of  realizing  them  quite  naturally  without  fear  of 
exaggeration. 

Art  has  everything  to  hope  from  new  generations  brought 
up  in  the  cult  of  harmony,  of  physical  and  mental  health,  of 
order,  beauty,  and  truth. 

In  a  word,  rhythm  is  before,  behind,  beneath,  be- 
yond technique,  just  as  the  mental  is  higher  and 
hoHer  than  the  physical. 

A.   E.  WiNSHIP 
In  Journal  of  Education,  August  30,  1917 


FOREWORD 

The  Mother  Goose  Rimes,  so-called,  are  not 
indigenous  to  America.  Most  of  them  were  well 
known  in  England  two  or  three  hundred  years 
before  our  Mother  Goose  first  saw  the  light. 
A  French  origin  is  indicated  by  certain  rimes,  and 
there  is  little  doubt  that  these  are  from  early  French 
originals.  Andrew  Lang,  well-known  British  critic, 
essayist,  historian,  poet,  translator,  and  man  of 
letters  generally,  has  not  thought  it  beneath  his 
dignity  to  edit  a  large  volume  of  these  rimes. 

However,  Boston  had  a  real  Mother  Goose,  who 
doubtless  added  many  more  to  the  rimes  held  by 
her  excellent  memory.  Her  son-in-law,  Thomas 
Fleet,  served  his  generation  well  in  printing  her  en- 
tire collection,  of  which  a  facsimile  edition  has  now 
been  issued  by  a  Boston  publishing  house,__:v^ith  an._^ 
introduction  by-lte  ftgFgiieiid  Edward^fTaleT  D.  D.^vcrcl 

These  nursery  rimes  constitute  a  body  of  folk- 
lore, which  is  the  natural  and  proper  inheritance  of 
every  English-speaking  child.  It  is  felt  that  all  true 
teachers,  therefore,  will  welcome  a  series  of  lessons 
based  upon  the  rimes  so  lovingly  cherished  by  many 
generations  of  our  forbears.  Altho  no  claim  is 
herein  made  that  these  rimes  are  high-class  literature, 
they  are  something  equally  necessary  in  the  develop- 
ment of  the  child;  for  they  voice  the  song  and 
rhythm  of  the  common  people,  uttered  as  the  lan- 
guage gradually  feels  its  way  from  infancy  to  full 
stature.  As  such,  they  must  have  a  continuous 
appeal  to  everyone  whose  heart  still  dwells  in  the 
blessed  land  of  childhood. 


TO  WHOM  IT  MAY   CONCERN: 

Two  Widely  differing  conceptions  of  language 
acquirement  now  hold  the  stage  in  our  public 
schools.  From  the  standpoint  of  Homer's  epic,  we 
may  speak  of  'Vriting'' — yet  Homer  never  held 
a  pen.  From  the  standpoint  of  the  ordinary  citizen, 
who  needs  merely  to  be  able  to  write  a  business 
letter  without  gross  errors,  we  may  also  speak  of 
**writing."  Failure  to  separate  the  methods  and  the 
aims  growing  out  of  the  two  conceptions  is  respon- 
sible for  most  of  the  existing  dissatisfaction  with 
language  methods. 

Not  one,  but  many,  experimental  schools  must 
be  established,  if  nation-wide,  scholarly  ideals  and 
methods  are  to  displace  the  cheap  and  absurd  pyro- 
technics at  present  displayed.  The  study  of  the 
humanities  has  not  been  discredited,  for  the  study 
of  English  is  only  beginning  seriously.  Until 
elementary  schools  establish  the  study  of  the  mother 
tongue  in  a  worthy  manner,  how  can  we  expect 
Greek  and  Latin  to  hold  a  place? 

Are  we  indeed  a  nation  of  confirmed  imitators,  as 
has  been  charged?  Popular  methods  give  a  savor 
of  truth  to  the  accusation.  We  brazenly  assume  to 
make  literary  producers  of  all  children,  yet  succeed 
in  making  few  of  them  literate, — that  is,  informed 
and  accurate  in  the  details  of  literacy!  Our  twelve- 
year-old  Aesops  and  La  Fontaines  gravely  compose 
in  classic  form  their  ethical  assignments,  and  we  call 
all  the  world  to  admire.   But  is  it  certain  that  we  do 


well  to  develop  a  generation  of  moral  prigs,  who 
fancy  that  they  are  doing  what  no  child — and 
almost  no  adult — can  ever  do? 

It  is  well  that  we  provide  opportunity,  if  con- 
venient, for  a  Homer  to  spread  his  wings,  but  it  is 
imperative  that  we  teach  the  rank  and  file  of  our 
youth  the  elements  of  literacy.  At  the  present 
moment — so  wretched  has  been  the  English  teaching 
of  the  past  quarter-century — the  great  body  of  our 
teachers  have  themselves  had  no  training  in  the  use 
of  idiomatic  English.  Heads  of  departments  in  our 
great  universities  are  even  sending  out  lists  of  so- 
called  errors,  in  which  many  of  the  **errors"  listed 
are  good  and  acceptable  English  idioms,  hoary  with 
the  age  of  long  and  venerable  use.  Thus  our  teach- 
ers are  often  asked  to  drive  out  a  locution  which  is 
as  firmly  intrenched  in  the  thought  and  genius  of 
the  language  as  is  Gibraltar  on  its  foundation. 

An  eminent  man  of  letters  has  said  of  the  average 
language  text-book  that  it  **is  grotesque  in  its  ig- 
norance.'' But  it  is  often  more  than  merely  negative 
in  results,  for  it  actually  inculcates  bad  habits. 
Witness  the  well-nigh  universal  emphasis  upon  ab- 
breviations,— a  thing  almost  negligible  in  correct 
manuscript. 

Almost  no  written  composition  should  be  required 
of  children.  They  should  be  allowed  to  spend  their 
time  and  energy  in  absorbing  the  countless  impres- 
sions of  youth,  which  later,  perhaps,  may  seek 
expression  thru  the  pen.  Not  that  this  is  necessarily 
desirable, — for  our  book-shops  overflow  with  the 
ill-advised  products  of  mediocrity. 


This  volume  of  lessons  is  the  result  of  the  experi- 
mental test  of  many  hundreds  of  children.  These 
tests  go  to  show  that  the  fourth  grade  of  any  school 
may  usually  be  trusted  to  copy  more  accurately  than 
do  any  succeeding  grade.  This  fact  has  furnished 
the  indictment  of  prevailing  methods,  and  is  warrant 
for  the  demand  that  there  be  a  thoro  change. 

The  method  employed  in  this  book  is  that  of 
making  printers'  copy,  or  an  exact  reproduction  as 
to  line,  word,  letter,  and  point.  This  mechanical 
reproduction  is  the  only  sort  that  the  schools  should 
tolerate,  for,  as  a  noted  teacher  of  English  remarks : 
^^The  best  reproduction  [as  the  word  is  generally 
understood]  is  the  worst  language  exercise!^^ 

Let  us  cease  to  ask  our  infants  for  ethical  com- 
positions, and  let  us  give  them  a  little  time  for 
acquiring  a  forceful,  idiomatic  habit  of  speech! 
Let  us  no  longer  be  dominated  by  the  false  ideals 
of  a  petty,  pretentious  purism !  Let  us  abandon  all 
the  shams  of  imitation !  And  let  us  begin  to  seek 
the  eternal  verities,  among  which  has  always  been 
reckoned  the  aquirement  of  accuracy  in  details  of 
scholarship. 

J.  S.  R. 

Minneapolis,  August,   1917 


TABLE  OF  CONTENTS 

LESSON  AND  PAGE 

Proper   names '. 1 2 

Final  marks  after  sentences 3 6 

The    word    / 7 

Lines   of   verse 8 9 

Short  sentences 10 — 1 1 

Alinement  of  verse 12 — 13 

The  apostrophe \A — 19 

The  hyphen ; 20—21 

Independent  statements 22 — 33 

Direct  address -  34 — 37 

Appositives  38 — 41 

Interjections 42 — 46 

Exclamations   47 — 48 

The  word  O 49—50 

Series 5 1—57 

Repetition  of  a  subject  of  thought 58 — 62 

Word-groups 

descriptive 63 — 66 

of  time  or  place 67 — 76 

of  condition 77 — 82 

of  cause  or  reason 83 — 92 

Contracted  statements 92-106 

Parenthetical    expressions 107-108 

Direct  quotations 109-123 

Indirect  quotations 124 

The  dash 125-126 

Underscoring 127 

The  grave   accent 128 

The  plural  of  letters  and  marks 129 

The    colon 130-132 

Omission   of   words 133 

Abbreviations     134 

Supplementary  exercise  for  Lesson  57 135 

Additional  Rimes 136-155 

Summary   of    Rules 156-157 

Additional  rules  for  older  pupils 158 

Appendix — Notes   for   the   teacher 159-167 

Index  of  first  lines  of  rimes 168-173 

General  index 174-175 

ix 


WRITTEN  ENGLISH 
THRU  THE  RIMES  OF  MOTHER  GOOSE 


LESSON  I 

TO  BE  READ  ALOUD  IN  CLASS: 

1  The  maiden  name  of  Mother  Goose  was  Eliza- 
beth Foster. 

2  She  married  Isaac  Goose,  and  so  became  Mrs. 
Goose. 

3  She  was  born  about  1665. 

4  She  lived  in  Charlestown,  a  suburb  of  Boston, 
Massachusetts. 

I  WRITTEN  Write  your  full  name  and  address 
without  abbreviations,  after  either  of  these  models : 

Charles  Winsbip  Russell  Charles  Winship  Russell 

Minneapolis  Minneapolis 

Minnesota  Minnesota 

RULE  I     Begin  every  proper  name  with  a  cap. 

Proper  names  are  those  of  persons,  of  days  of  the  week, 
of  months  of  the  year,  of  geographical  places,  and  of  God,  or 
deity.  In  general,  whatever  names  the  only  one  of  its  kind  is 
called  a  proper  name. 

II  ORAL  Look  thru  your  reading  books,  and 
notice  the  names  which  begin  with  a  capital  letter. 
Discuss  these  in  class  with  your  teacher. 

Caps  and  points  are  short,  useful  terms  for  cap- 
itals and  punctuation  marks. 


2  WRITTEN    ENGLISH 

LESSON  II 

TO  BE  READ  ALOUD  IN  CLASS: 

;l   Mother  Goose  wrote  a  great  many  jingly  rimes. 

2  Almost  everybody  knows  some  of  these  rimes. 

3  We  do  not  call  these  rimes  poetry,  but  verse. 

4  We  shall  learn  to  write  some  of  these  old  rimes. 

5  We  may  learn  to  write  some  other  old  rimes  too. 

I  WRITTEN  Copy  from  your  reading  books,  five 
or  more  in  each  list,  proper  names  that  have  been 
given  to  each  of  the  following: 

girls  towns,   cities,   or   countries 

boys  streets   or   buildings 

men  and  women  dogs  or  other  pets 


II  ORAL  May  a  proper  name  have  several  parts? 
What  is  the  only  proper  name  to  be  found  in  Les- 
son 2?  How  often  are  proper  names  used  in 
Lesson  1  ? 


A  RIDDLE 
I  went  to  the  wood,  and  got  It; 
I  sat  me  down,  and  looked  at  It; 
The  more  I  looked,  the  less  I  liked  it, 
And  I  brought  it  home,  because  I  couldn't  help  It. 


WRITTEN    ENGLISH  3 

LESSON  III 

1  Little  Betty  Blue  lost  her  shoe. 

2  Tommy  Tucker  sang  for  his  supper. 

3  Jack  and  Jill  went  up  the  hill. 

I  WRITTEN  Copy  the  first  sentence  exactly  as  It 
is  given  In  the  book.  Did  you  begin  the  first  word 
with  a  cap,  and  follow  the  last  word  by  a  period? 
If  you  have  made  even  one  mistake,  write  the  sen- 
tence again.      Copy  2  and  3  In  the  same  way. 

Rule  2     Begin  every  written  sentence  with  a  cap. 

Rule  3  Place  the  period  after  every  written  sen- 
tencCy  if  the  sentence  makes  a  statement  in  a  matter- 
of-fact  way. 

By  "matter-of-fact"  is  meant  without  excitement  or  special 
feeling. 

II  ORAL  Look  thru  your  readers  to  see  If  you 
can  find  a  sentence  which  does  not  begin  with  a  cap. 
Ask  your  teacher  whether  she  thinks  you  can  find 
one  anywhere. 

III  ORAL     Recite  Rule  2;  recite  Rule  3. 


A  RIDDLE 


Flour  of  England,  fruit  of  Spain, 

Met  together  in  a  shower  of  rain. 

Put  in   a  bag  tied  round  with  a  string, 

If  you'll  tell  me  this  riddle,  I'll  give  you  a  ring. 


WRITTEN    ENGLISH 

LESSON  IV 


1  Little  Robin  Redbreast  sat  upon  a  rail. 

2  Humpty  Dumpty  sat  on  the  wall. 

3  Old  Mother  Hubbard  went  to  the  cupboard. 


I  WRITTEN  Study  the  first  sentence  until  you  are 
sure  you  know  it.  Write  the  sentence  from  memory, 
and  verify  it  carefully.  We  verify  any  piece  of 
writing  by  comparing  our  work  with  the  printed 
copy,  line  by  line,  word  by  word,  point  by  point. 
If  you  have  made  even  one  mistake,  rewrite,  until 
your  work  is  perfect.     Do  the  same  with  2;  with  3. 

II  WRITTEN  Write  a  sentence  telling  in  what 
town,  county,  and  state  you  were  born.  Did  you 
observe  Rules  1,  2,  and  3? 

III  ORAL  Repeat  the  three  rules  you  have 
learned. 


To  the  teacher:  Rules  2  and  3  may  be  considered  invariable 
for  the  child,  altho  he  must  also  recognize  the  wide  application 
of  Rules  8  and  9. 


A  RIDDLE 

Old  Mother  Twitchett  had  but  one  eye 
And  a  long  tail  which  she  let  fly; 
And  every  time  she  went  over  a  gap 
She  left  a  bit  of  her  tail  in  a  trap. 


WRITTEN    ENGLISH  5 

LESSON  V 

1  Was  Mother  Goose  a  real  person? 

2  What  was  her  name  before  she  was  married? 

3  Where  did  she  live? 

4  Do  you  know  any  of  her  rimes? 

I  WRITTEN  Copy  these  sentences,  noting  the 
point  after  each.  Notice  that  every  sentence  is  a 
question,  and  that  it  is  followed  by  the  question- 
mark.  This  is  also  called  the  interrogation  point. 
Verify  each  sentence  after  writing  it. 

Rule  4  Place  the  question-mark  after  every  writ- 
ten question. 

II  WRITTEN  Write  an  answer  after  each  of  the 
four  questions.  Begin  each  with  a  cap  and  follow 
it  by  a  period.  You  need  not  make  sentences  unless 
you  choose. 

III  ORAL  Look  thru  several  pages  of  your  read- 
ers, and  see  whether  you  find  as  many  question- 
marks  as  periods. 


A  RIDDLE 

What   shoemaker   makes   shoes   without   leather, 
With   all  the  four  elements  put  together? 
Fire    and   water,   earth   and    air. 
Every  customer  has  two  pair. 


6  WRITTEN    ENGLISH 

LESSON  VI 

1  What  a  good  boy  am  I ! 

2  What  a  naughty  boy  was  that! 

3  How  sorry  I  am ! 

I  WRITTEN  Study  these  sentences.  Note  that 
each  one  is  followed  by  the  exclamation  point.  This 
is  because  they  are  in  the  exclamatory  form.  An 
exclamatory  sentence  always  shows  feeling  of  some 
sort.  Write  each  sentence  from  memory,  and  verify 
by  your  book. 

Rule  5  Place  the  exclaniation  mark  after  every 
exclamatory  sentence  or  exclamatory  expression, 

II  WRITTEN  Copy  the  following  sentences,  and 
put  the  proper  mark  after  each  one  according  as  it 
is  statement,  question,  or  exclamation: 

We  shall  be  late  How  old  are  you 

We  are  going  soon  What  a  great  girl  you  are 

Will  you  go  What  are  you  doing 

III  ORAL  Look  thru  your  readers,  and  see 
whether  there  are  as  many  exclamation  points  as 
periods. 

IV  ORAL  Make  exclamatory  sentences  of  the 
following  matter-of-fact  statements : 

It  is  very  late  They  did  hurry 

The  snow  is  melting  fast  It  is  a  rainy  day 

He  is  very  kind  He  works  hard 

She  runs  very  fast  She  is  very  tired 

V  ORAL  Make  questions  out  of  the  same  state- 
ments. 

To   the  teacher:    See  Appendix   note. 


WRITTEN    ENGLISH  7 

LESSON  VII 

1  I  will  go  with  you  If  I  may. 

2  Pussy  and  I  very  gently  will  play. 

3  All  the  bread  and  cheese  I  got  I  put  upon  the 
shelf. 

I  WRITTEN  Write  1  from  memory,  and  verify. 
Do  the  same  with  2;  with  3.  Did  you  observe 
the  capital  /  in  each  sentence? 

Rule  6    Always  write  the  word  I  as  a  cap, 

II  WRITTEN  Write  three  sentences,  using  the 
word  /  anywhere  except  as  the  first  word.  Let  one 
sentence  be  a  statement,  one  a  question,  and  one  an 
exclamation. 

III  ORAL  Give  all  the  nicknames  you  can  find  that 
are  used  for  your  first  name.  Tell  the  meaning  of 
your  first  name.  If  you  do  not  know  this,  ask  your 
teacher  to  help  you  find  It.  Tell  the  meaning  of  your 
surname  and  of  your  middle  name,  if  you  can. 

To   the   teacher:    See  Appendix   note. 


A  RIDDLE 


Black  we  are,  but  much  admired; 
Men  seek  for  us  till  they  are  tired; 
We  tire  the  horse,  but  comfort  man; 
Tell  me  this  riddle  if  you  can. 


WRITTEN    ENGLISH 
LESSON  VIII 


1  A  sunshiny  shower  will  not  last  half  an  hour. 

2  A  sunshiny  shower 

Will  not  last  half  an  hour. 


I  WRITTEN  Study  1,  and  compare  it  with  2.  The 
same  rime  is  written  first  as  prose,  and  then  as  verse. 
Notice  that  the  second  line  in  2  is  begun  with  a  cap. 
Write  1  and  2,  and  verify  your  work  by  your  book. 


Rule  7     Begin  every  line  of  verse  with  a  cap. 


II  WRITTEN  A  couplet  is  made  up  of  two  riming 
lines.  Words  rime  when  they  end  with  the  same 
sound  or  sounds.  The  riming  words  in  the  couplet 
above  are  shower  and  hour.  Write  the  following 
sentences  as  couplets: 


1  A  man  of  words  and  not  of  deeds  is  like  a  garden  full  of 
weeds. 

2  He  who  fights  and  runs  away  may  live  to  fight  another  day. 


Ill  ORAL  What  words  are  rimed  in  the  first  of 
the  two  sentences  you  have  just  written?  in  the 
second?  Did  you  use  one  more  capital  in  each  sen- 
tence when  you  wrote  it  as  a  couplet?  Look  in  your 
reading-books,  and  if  you  find  any  other  couplets 
there,  read  them  in  class. 


WRITTEN    ENGLISH 
LESSON  IX 


1  March  winds  and  April  showers 
Bring  forth  the  May  flowers. 

2  Politeness  Is  to  do  and  say 

The  kindest  thing  In  the  kindest  way. 


I  WRITTEN  Study  the  first  couplet  till  you  know 
It  perfectly.  Write  It  from  memory,  and  verify. 
If  your  work  Is  not  absolutely  perfect  the  first  time, 
do  It  again.  Did  you  notice  that  the  names  of  the 
months  are  proper  names? 

Do  the  same  with  the  second  couplet.  Be  careful 
to  center  your  work  well.  That  Is,  place  It  so  it 
looks  well  on  the  page,  with  as  much  space  from 
one  margin  as  from  the  other. 

II  WRITTEN  In  one  or  two  sentences,  tell  some 
way  in  which  you  are  trying  each  day  to  be  polite. 

III  ORAL  Repeat  all  the  rules  you  have  had  for 
the  use  of  caps  and  points. 


IV  ORAL  Tell  about  the  very  politest  thing  that 
you  have  ever  seen  a  child  or  an  older  person  do. 
Try  to  decide  first  for  yourself  just  why  It  was 
poHte. 

To   the  teacher:    See  Appendix   note. 


10  WRITTEN    ENGLISH 

LESSON  X 

1  He  that  would  live  In  peace  and  rest 
Must  hear  and  see  and  say  the  best. 

2  Hear  no  evil,  see  no  evil,  speak  no  evil. 

I  WRITTEN  You  have  here  a  couplet  and  a  prose 
proverb,  saying  the  same  thing  in  different  ways. 
Notice  the  commas  carefully.  Write  1  from  mem- 
ory; verify.  How  many  sentences  are  there  in  2? 
Write  2  from  memory,  and  verify. 

Rule  8  The  comma  is  sometimes  used  between 
very  short  sentences, 

II  WRITTEN  Copy  the  following  sentences,  noting 
the  commas: 

1  I  came,  I  saw,  I  conquered. 

2  I  slip,   I  slide,  I  gloom,  I  glance. 

3  I    sing,   I   sing  from  morn   till  night. 

III  ORAL  Tell  one  good  reason  why  everybody 
should  try  not  to  hear,  see,  nor  speak  evil  of  another. 
Have  you  seen  the  little  Japanese  images  which 
illustrate  this  proverb? 


A  RIDDLE 


Two-legs  sat  upon  Three-legs 

With  One-leg  in  his  lap; 

In  comes  Four-legs, 

And   runs  away  with  One-leg; 

Up   jumps  Two-legs, 

Catches  up  Three-legs, 

Throws  it  after  Four-legs, 

And  makes  him  bring  One-leg  back. 


WRITTEN    ENGLISH  11 

LESSON  XI 

A  swarm  of  bees  in  May 
Is  worth  a  ton  of  hay; 
A  swarm  of  bees  in  June 
Is  worth  a  silver  spoon; 
A  swarm  of  bees  in  July 
Is  not  worth  a  fly. 

I  WRITTEN  Study  this  rime  till  you  are  sure  you 
know  it.  Notice  the  three  couplets,  and  learn  one 
at  a  time.  The  semicolon  is  used  here  instead  of 
the  comma  or  period.  The  sentences  are  longer 
than  those  in  Lesson  X. 

Write  the  rime  from  memory.  Did  you  have 
every  word,  letter,  and  point  right?  If  not,  do  your 
work  again. 

Rule  g  The  semicolon  is  often  used  between 
short  and  very  closely  related  sentences, 

II  WRITTEN  Write  one  or  more  sentences,  being 
very  careful  as  to  form,  telling  why  bees  are  worth 
more  early  in  the  spring  than  later. 

III  ORAL  Find  out  if  you  can,  and  then  tell  in 
class,  what  kinds  of  flowers  bees  like  best.  Can  you 
name  any  kinds  of  honey?  You  may  ask  your 
grocer  about  this.  Tell  anything  you  know  or  can 
find  out  about  bees;  read  in  class  or  sing  any  songs 
you  know  about  them. 

IV  ORAL  Look  in  your  reading-books  to  find 
examples  of  the  use  of  the  semicolon  between  sen- 
tences.    Read  several  examples  in  class. 

To   the   teacher:    See  Appendix   note. 


12  WRITTEN    ENGLISH 

LESSON  XII 

All  work  and  no  play 
Makes  Jack  a  dull  boy; 

All  play  and  no  work 
Makes  Jack  a  mere  toy. 

I  WRITTEN  Observe  that  the  lines  here  do  not 
all  begin  at  the  same  distance  from  the  margin.  The 
first  and  third  and  the  second  and  fourth  are  said 
to  aline,  or  to  be  in  the  same  line  from  top  to 
bottom.     Write  from  memory,  and  verify. 

Rule  10    In  writing  verse,  aline  riming  lines, 

II  WRITTEN  Write  the  rime  as  a  couplet,  changing 
from  caps  to  small  letters  as  you  find  necessary. 
Then  try  to  make  a  rime  on  the  same  pattern,  with 
beats  coming  as  they  do  here;  thus, 


All  work       and  no  play       makes  Jack       a  dull  boy 
All  play       and  no  work       makes  Jack       a  mere  toy 


III  ORAL    Memorize  couplets  from  the  Additional 
Rimes  of  this  book,  and  repeat  them  in  class. 

To   the  teacher:    See  Appendix   note. 


A  RIDDLE 

Black  within    and    red   without, 
Four  corners  round  about. 


WRITTEN    ENGLISH  13 

LESSON  XIII 

Little  Tommy  Tucker 

Sings  for  his  supper; 
What  shall  he  eat? 

White  bread  and  butter; 
How  shall  he  cut  it 

Without  any  knife? 
How  shall  he  marry 

Without  any  wife? 

I  WRITTEN  Study  the  rime.  Write  it  from  mem- 
ory, and  verify  by  your  book.  If  you  have  made 
even  one  mistake,  try  again. 

II  WRITTEN  Select  a  simple  rime  from  the  Ad- 
ditional Rimes  of  this  book;  copy  it,  and  verify. 

III  ORAL  Read  the  rimes  you  have  selected  and 
copied. 

IV  ORAL  Do  supper  and  JCitg^gKmake  a  perfect 
rime?  Find  one  or  more  words  that  will  make  a 
perfect  rime  with  each  of  the  following  words : 


bake 

follow 

plum 

blue 

fish 

queen 

bird 

girl 

skate 

bread 

grow 

Will 

cat 

king 

willow 

cloud 

mill 

wonder 

dog 

night 

you 

dust 

never 

young 

14  WRITTEN    ENGLISH 

LESSON  XIV 

Tommy's  tears  and  Mary's  fears 
Will  make  them  old  before  their  years. 

I  WRITTEN  This  couplet  is  short,  but  it  contains 
something  new  and  important.  The  apostrophe 
and  s  are  written  after  Tommy  and  after  Mary  to 
show  possession  or  ownership  or  source.  Write 
from  memory,  and  verify. 

Rule  II  In* writing  names  of  persons  or  things, 
show  possession  by  the  apostrophe  with  s^  or  by  the 
apostrophe  alone,  according  to  the  special  case. 

II  WRITTEN  After  instruction  from  your  teacher, 
write  the  following  so  as  to  show  possession: 

1  The  head  belonging  to  one  boy,  girl,  horse,  ox,  fox,  lady, 
baby,   monkey,   man,   woman,   fish,   sheep,   child; 

2  The  heads  belonging  to  two  boys,  two  girls,  two  horses, 
two  oxen,  two  foxes,  two  children,  two  ladies,  two  babies, 
two  monkeys,  two  men,  two  women,  two  fishes,  two  sheep. 

III  ORAL  Spell  the  possessives  called  for  in  the 
second  written  exercise  above,  naming  the  apos- 
trophe in  the  proper  place;  thus,  b-o-y-apostrophe-s. 


A  RIDDLE 
As    round    as    an    apple, 

As  deep  as  a  cup, 
And  all  the  king's  horses 

Can't   pull   it   up. 


WRITTEN    ENGLISH  '  15 

LESSON  XV 

Little  Tommy  TIttlemouse 
Lived  in  a  little  house; 
He  caught  fishes 
In  other  men's  ditches. 


I  WRITTEN  Study  the  rime.  Write  the  two 
couplets  from  memory,  and  verify. 

II  WRITTEN  Look  thru  your  readers  for  ex- 
amples of  the  use  of  the  apostrophe  with  or  without 
s  to  show  possession.  Copy  several  examples  to 
read  in  class. 


III  ORAL  Discuss  with  your  teacher's  help  the 
various  ways  in  which  possession  may  be  shown. 
Study  your  readers  till  you  think  you  have  mastered 
this  point.  Notice  that  the  words  yours,  ours,  hers, 
its,  and  theirs  are  not  names,  and  so  use. no  apos- 
trophe to  show  possession. 

IV  ORAL  What  words  show  possession  in  the 
following  sentences: 

John  lost  his  hat  I    will   get   my   lessons 

Mary   found   her   book  No,   it   is   theirs 

Clara  kept  Jack's  ball  Are  you  thru  your  work? 

Is    that    yours?  This  book  is  mine 

We   love   our   friends  The  calf  cried  for  its  mother 

The  boys  won  their  game  The  last  one  is  ours 


16  '  WRITTEN    ENGLISH 

LESSON  XVI 

Humpty  Dumpty  sat  on  the  wall, 
Humpty  Dumpty  had  a  great  fall; 
All  the  king's  horses  and  all  the  king's  men 
Can  not  set  Humpty  Dumpty  up  again. 

I  WRITTEN  Notice  the  possessive  sign  In  ktng^s. 
Can  you  guess  this  riddle?  If  you  can  not,  see  the 
Appendix.  Write  the  rime  from  memory,  and  verify. 

II  WRITTEN  Again  look  thru  your  readers  for 
examples  of  the  apostrophe  with  s  used  to  show  pos- 
session. Copy  several  examples,  and  bring  them  to 
class  to  read. 

III  ORAL  Tell  riddles  In  class  to  be  guessed.  Get 
as  many  new  ones  as  you  can,  but  be  sure  to  get  all 
the  old  ones  that  your  father  and  mother  can  tell 
you.     Write  these,  and  read  or  repeat  In  class. 

To   the  teacher:    See  Appendix   note. 


A   GAME 

"How  do  you  do,  neighbor?" 
"Neighbor,  how  do  you  do?" 
"Very  well,  I  thank  you." 
"How  does  Cousin  Sue?" 
"She  is  very  well, 

And  sends  her  love  to  you; 

And  so  does   Cousin  Bell." 
"Ah,  pray,  how  does  she  do?" 


WRITTEN    ENGLISH  17 

LESSON  XVII 

Come  when  youVe  called, 

Do  what  you're  bid, 
Shut  the  door  after  you, 

Never  be  chid. 

I  WRITTEN  Study  the  rime  with  care.  Note  the 
apostrophe  in  youWcy  which  shows  that  the  letter  a 
has  been  left  out.  The  word  youWe  is  called  a 
contraction^  because  two  words  have  been  drawn  to- 
gether, or  contracted,  into  one. 

A  contraction  Is  a  shortened  form  in  which  one  or  more 
letters   have   been   left   out. 

Rule  12  Use  the  apostrophe  in  contractions  to 
show  the  omission  of  one  or  more  letters, 

II  WRITTEN  Tell  in  two  or  three  carefully  writ- 
ten sentences  why  nol^ody  should  leave  doors  open 
for  someone  else  to  close.  May  so  small  a  thing  as 
the  closing  of  a  door  show  gentle  manners?  Do 
you  know  anyone  who  rushes  thru  doors,  leaving 
them  open,  or  who  shuts  them  with  a  bang? 

III  ORAL  Read  if  convenient  Alice  Carey's  The 
Calf  Spot,  or  Who  Shut  the  Barn-door, 

Begin  now  to  keep  in  a  permanent  form  a  list  of 
contractions,  giving  also  the  full  form.  Do  not  be- 
gin these  with  caps,  for  they  are  not  sentences  nor 
proper  names. 

To   the  teacher:    See  Appendix   note. 


18  WRITTEN    ENGLISH 

LESSON  XVIII 

Tulips  In  the  garden  grow; 

Don't  they  make  It  gay? 
Tm  very  fond  of  tulips; 

ril  pick  one  If  I  may. 

I  WRITTEN  Notice  the  new  contractions,  Pm^  Fll, 
and  don^t.  What  letter  or  letters  are  left  out  In 
rni?  m  ril?  In  don't?  Study  carefully,  and  write 
from  memory.     Verify. 

II  WRITTEN  Copy  the  following  statements,  and 
put  a  question-mark  after  each.  Do  they  tell  quite 
a  different  story  after  you  have  done  this? 

You  are  sorry. 

You  were  told  so. 

You  say  you  do  not  believe  it. 

You  believe  the  cat  ran  away. 

III  ORAL  If  you  have  seen  tulips,  can  you  tell 
from  what  they  grow?  Are  there  many  kinds? 
When  do  they  blossom?  What  are  their  colors? 
Will  a  little  time  and  trouble  In  the  fall  give  you 
some  of  these  lovely  flowers  In  the  spring?  How 
do  you  prepare  the  soil?  When  and  how  deep  do 
you  plant  the  bulbs?  Is  It  to  keep  them  from  freez- 
ing that  you  cover  them  with  leaves  and  straw? 
Ask  your  parents  about  this.  Why  does  It  hurt 
a  plant  to  freeze  and  thaw,  over  and  over  again? 
Does  a  blanket  of  leaves  keep  them  from  this? 

To  the  teacher:    See  Appendix  note. 


WRITTEN    ENGLISH  19 

LESSON  XIX 

Every  lady  in  the  land 
Has  twenty  nails  upon  each  hand 
Five  and  twenty  on  hands  and  feet 
All  this  is  true  without  deceit. 


I  WRITTEN  Decide  where  you  will  place  two 
semicolons  and  one  comma,  so  as  to  make  this  rime 
tell  the  truth  to  the  eye.  After  you  have  done  this, 
ask  your  teacher  if  your  work  is  correct.  Then 
write  the  rime  from  memory,  and  verify.  Do  you 
see  that  there  is  a  closer  connection  in  thought  where 
you  put  the  comma  than  where  you  put  the  semi- 
colons ? 


II  WRITTEN  Tell  in  one  or  two  sentences  whether 
you  see  any  use  in  caps  and  points. 

III  ORAL  Discuss  in  class  whether  we  are  better 
off  for  having  caps  and  points.  Remember  that 
books  have  not  always  used  these  to  help  the  eye  get 
the  meaning.  Repeat  the  rime  given  today  in  such 
a  manner  as  to  give  the  sense  clearly. 


FOOT-RIME 

Shoe  the  old  horse, 
Shoe  the  old  mare; 

Let    the   little   coltie's 
Foot  go  bare. 


20  WRITTEN    ENGLISH 

LESSON  XX 

Little  Robin  Redbreast 

Sat  upon  a  rail; 
Niddle-noddle  went  his  head, 

Wiggle-waggle  went  his  tail. 

I  WRITTEN  Notice  the  hyphen  in  niddle-noddle 
and  in  wiggle-waggle.  Write  from  memory,  and 
verify. 

Rule  IS  Use  the  hyphen  to  join  two  or  more 
words  into  one. 

The  hyphen  Is  also  used  to  show  the  division  into  syllables, 
when  a  word  is  carried  from  one  line  to  the  next.  A  compound 
word  is  made  by  the  union  of  two  or  more  words. 

II  WRITTEN  Copy  the  following  and  explain  what 
each  word  means.  When  a  compound  is  not  too 
long,  and  when  it  is  very  commonly  used,  the  hyphen 
is  likely  to  be  dropped.  Redbreast  was  first  written 
as  two  words,  then  with  a  hyphen,  then  as  one  word. 

rocking-chair  fiddling-stick 

pudding-stick  marrow-bone 

sky-blue  barley-meal 

apple-pie  milk-jug 

cherry-tree  cream-pot 

bag-pudding  pin-cushion 

III  ORAL  Look  thru  your  readers  for  compound 
words  written  with  the  hyphen.  Make  a  list  of 
these,  and  read  your  list  in  class. 

IV  ORAL  Make  another  list  of  compounds  not 
written  with  the  hyphen.     Read  this  list  also. 


WRITTEN    ENGLISH  21 

LESSON  XXI 

I  had  a  little  pony, 

His  name  was  Dapple-gray; 
I  lent  him  to  a  lady 

To  ride  a  mile  away; 
She  whipped  him,  she  lashed  him, 

She  rode  him  thru  the  mire; 
I  would  not  lend  my  pony  now 

For  all  the  lady's  hire. 

I  WRITTEN  Note  the  apostrophe  and  s  after  lady. 
Note  the  hyphen  in  Dapple-gray.  How  many  sen- 
tences in  this  rime  ?  Do  you  find  seven  ?  How  many 
lines  in  the  last  sentence  ?  Write  from  memory,  and 
verify. 

II  WRITTEN  Write  three  or  four  sentences,  telling 
your  opinion  of  the  lady  in  our  rime.  Would  you 
have  lent  your  pony  to  her  again? 

III  ORAL  Tell  stories  of  your  own  pony  or  horse, 
if  you  have  one.  Can  animals  be  trained  better  thru 
kindness  than  in  any  other  way?  Have  you  a  dog 
that  knows  tricks?    How  did  he  learn  them? 

IV  ORAL  Point  out  in  the  following  sentences 
compound  words  written  without  a  hyphen : 

1  I   took   her   a  basketful   of  potatoes,    a   bucketful   of   milk, 
three  cupfuls  of  sugar,  and  a  handful  of  roses. 

2  He   was   already   up   and   almost   dressed.     Altho  his   wife 
was  sick  and  altogether  helpless,  she  was  always  cheerful. 

To  the  teacher:    See  Appendix  note. 


22  WRITTEN    ENGLISH 

LESSON  XXII 

Multiplication  is  vexation; 

Division  is  just  as  bad; 
The  Rule  of  Three  perplexes  me, 

And  Practice  drives  me  mad. 

I  WRITTEN  Study  the  rime  carefully.  Notice  the 
semicolons  after  the  two  first  sentences.  Observe 
the  comma  between  the  two  statements  of  the  last 
sentence.  Every  sentence  must  contain  at  least  one 
independent  statement,  and  it  may  have  a  number  of 
them.     Write  from  memory,  and  verify. 

Rule  14  Independent  statements  which  are  not 
complete  in  themselves  are  separated  by  commas  or 
less  often  by  semicolons. 

Independent  statements  are  often  introduced  by  the  words 
and,  or,  nor,  "^for,  but,  yet,  so,  and  the  like. 

II  WRITTEN  Tell  in  two  or  three  carefully  written 
sentences  what  you  like  best  or  what  you  like  least 
in  your  own  number-work.  Try  to  find  out  what  is 
meant  by  the  Rule  of  Three.  2  :  4 : :  4 :  8  is  an  illus- 
tration. Textbooks  use  the  word  examples  now 
instead  of  practice.  What  subject  was  the  hardest 
for  the  speaker  in  the  rime? 

III  ORAL  Repeat  all  the  counting-out  rimes  that 
you  know  or  can  find.  Any  older  person  can  prob- 
ably repeat  some  of  these  for  you.  Volumes  of 
folk-lore  will  contain  many. 

To  the  teacher:    See  Appendix  note. 


WRITTEN    ENGLISH  23 

LESSON  XXIII 

Cock  crows  in  the  morning  to  tell  us  to  rise, 
And  he  who  lies  late  can  never  be  wise; 
For  early  to  bed  and  early  to  rise 
Is  the  way  to  be  healthy  and  wealthy  and  wise. 


I  WRITTEN  Study  this  rime  with  care.  Be  sure 
you  can  spell  all  the  words.  And  (second  line)  and 
for  (third  line)  introduce  independent  statements. 
The  four  lines  make  one  sentence. 


II  WRITTEN  Tell  in  two  or  three  carefully  written 
sentences  some  of  the  things  to  be  gained  by  rising 
early  and  some  of  the  things  to  be  lost  by  lying 
abed. 

III  ORAL  How  early  do  cocks  crow?  Tell  any 
stories  you  have  heard  about  them.  Do  you  know 
the  story  of  a  cock  that  thought  his  crowing  made 
the  sun  rise?  Perhaps  your  teacher  will  tell  you 
this  story  of  Chantecler,  by  Edmund  Rostand. 

To   the   teacher:    See  Appendix   note. 


A  RIDDLE 

Little  Nancy  Etticoat, 
In   a  white   petticoat, 

With  a  red  nose; 
The  longer   she   stands 

The  shorter  she  grows! 


24  WRITTEN    ENGLISH 

LESSON  XXIV 

Cock  crows  in  the  morning 

To  tell  us  to  rise, 
And  he  who  lies  late 

Can  never  be  wise; 
For  early  to  bed 

And  early  to  rise 
Is  the  way  to  be  healthy 

And  wealthy  and  wise. 

I  WRITTEN  Look  at  this  new  way  of  writing  the 
lesson  you  had  yesterday.  The  rime  is  usually 
written  in  eight  lines,  as  given  here.  Write  from 
memory,  and  verify  by  your  book.  Remember  that 
your  writing  must  be  so  perfect  that  it  might  be  used 
by  the  printer  for  copy. 

II  WRITTEN  Write  from  memory  the  rule  for 
independent  statements.  Write  the  list  of  words 
which  may  show  a  statement  to  be  independent. 

III  ORAL  Repeat  any  other  early-rising  rimes  that 
you  may  know. 


"Lend  me  thy  mare  to  ride  a  mile!" 
"She  Is  lamed,  leaping  over  a  stile." 
"Alack,  and  I  must  keep  the  fair! 

I'll  give  thee  money  for  thy  mare." 
"Oh  ho,  say  you  so? 

Money  w^Ill  make  the  mare  to  go!" 


WRITTEN    ENGLISH  25 

LESSON  XXV 

He  that  would  thrive 

Must  rise  at  five; 

He  that  hath  thriven 

May  lie  till  seven; 
And  he  that  by  the  plow  would  thrive 
Himself  must  either  hold  or  drive. 

I  WRITTEN  Study  this  rime  carefully.  Notice 
that  the  third  couplet  has  longer  lines  than  the  other 
two.  Plan  for  this  before  you  start  to  write,  and 
begin  your  first  line  well  in  from  the  margin.  When 
your  work  is  done,  the  whole  should  be  well  cen- 
tered. The  semicolon  which  occurs  after  seven 
separates  two  independent  statements.  What  word 
joins  the  last  independent  statement  to  what  goes 
before?  Write  from  memory,  and  verify  by  your 
book.     Was  your  work  entirely  free  from  errors? 

II  WRITTEN  Write  one  or  two  sentences  telling 
in  your  own  words  what  the  rime  teaches. 

III  ORAL  Find  out  by  inquiry  whether  it  is  neces- 
sary to  ^'hold''  a  new-fashioned  plow.  Find  pictures, 
if  you  can,  of  both  the  old-fashioned  and  the  new- 
fashioned  plows. 

IV  ORAL    Find  a  word  to  rime  perfectly  with  each 

of  the  following: 

bees  year  sky 

clover  .  ground  air 

hay  bells  down 

plow  deep  roar 

birds  moon  peep 


26  WRITTEN    ENGLISH 

LESSON  XXVI 

Be  you  to  others  kind  and  true 
As  you'd  have  others  be  to  you; 
And  neither  do  nor  say  to  men 
Whatever  you  would  not  take  again. 


I  WRITTEN  You  have  two  new  contractions  here, 
you!d  for  you  would  and  whatever  for  whatever. 
What  word  introduces  the  last  independent  state- 
ment?    Write  from  memory;  verify. 

II  WRITTEN  Put  into  one  or  two  sentences  the 
teaching  of  this  rime,  trying  to  get  it  all  into  one 
short  sentence  if  possible. 

III  ORAL  Try  to  find  some  other  rirhes  that  teach 
this  same  lessons  of  kindness.  If  you  find  such,  read 
them  in  class.  Do  you  call  this  rime  a  good  one  to 
live  by?  Did  you  ever  hear  of  the  ^'Golden  Rule''? 
What  is  it? 


Intery,  mintery,  cutery  corn, 
Apple-seed  and  apple-thorn; 
Wire,  brier,  limber  lock, 
Three   geese   in    a   flock; 
One  flew  east,  and  one  flew  west, 
One  flew  over  the  cuckoo's  nest; 
Sit  and  sing  by  the  spring, 
Out,  out,  and  in  again, 
O-U-T,  and  out  goes  he! 


WRITTEN    ENGLISH  27 

LESSON  XXVII 

How  many  stars  are  in  the  sky? 
More  than  you  can  count  or  I. 
How  many  drops  are  In  the  seas? 
How  many  leaves  upon  the  trees? 

How  many  grains  of  sand  on  the  shore? 
Count  all  you  can,  and  there  are  more. 

I  WRITTEN  Study  the  rime.  Notice  the  way  of 
writing  the  couplets.  Where  did  we  have  the  same 
form  before?  What  are  the  riming  words?  Notice 
the  comma  between  the  two  independent  statements 
of  the  last  sentence.  Every  line  in  this  rime  is  a 
sentence.  Write  from  memory,  and  verify  by  your 
book. 

II  WRITTEN  Try  to  make  an  original  couplet,  and 
copy  it  to  read  in  class. 

III  ORAL  Look  thru  your  readers  and  notice  some 
of  the  ways  in  which  stanzas  are  alined.  Read  one 
stanza  in  class,  and  tell  which  lines  are  alined. 
A  stanza  is  a  single  group  of  lines. 

IV  ORAL  Do  you  see  that  a  question  is  a  state- 
ment turned  around?  He  must  becomes  must  he 
when  we  ask  a  question.  How  many  sentences  do 
you  count  In  the  rime?  Are  the  rimes  perfect? 
How  many  independent  statements  in  all?  Seven 
Is  right. 


28  WRITTEN    ENGLISH 

LESSON  XXVIII 

ril  tell  you  a  story 

About  Jack  a'  Nory, 
And  now  my  story's  begun; 

rU  tell  you  another 

About  Jack  and  his  brother, 
And  now  my  story's  done. 

I  WRITTEN  Study  all  the  points  with  care  before 
you  try  to  write.  Note  the  two  commas  and  the 
semicolon.  The  connection  in  thought  is  closer  at 
the  commas  than  at  the  semicolon.  The  semicolon 
follows  the  first  sentence,  and  each  sentence  contains 
two  independent  statements  joined  by  and,  a!  before 
Nory  means  from  or  of, 

^p^  Notice  ril  for  /  will  and  4?  for  is.  Observe  that 
there  are  two  couplets  and  that  the  last  line  rimes 
with  the  third.  Be  sure  to  aline  as  the  copy  does. 
This  is  a  very  common  pattern  of  rime.  Write  from 
memory,  and  verify  by  your  book. 

II  WRITTEN  Arrange  the  following  words  in  an 
order  of  rime  like  that  given  today,  and  consider 
whether  they  can  be  arranged  in  many  other  ways: 

feather,  dresses,  succeed,  blesses,  indeed,  weather 

III  ORAL  Look  thru  your  readers  for  rimes  made 
on  the  pattern  of  the  one  in  today's  lesson.  If  you 
find  any,  read  them  in  class.  If  you  do  not  succeed, 
ask  someone  to  tell  you  the  rime  of  Little  Miss 
Muffet,  of  Hey,  diddle,  diddle,  or  of  Old  Mother 
Hubbard,  Can  you  tell  how  many  beats  or  accents 
are  in  the  third  or  in  the  sixth  line? 

To   the  teacher:    See  Appendix   note. 


Little  Betty  Blue 


WRITTEN    ENGLISH  29 

LESSON  XXIX 

Little  Betty  Blue 

Lost  her  holiday  shoe; 
What  can  little  Betty  do? 

Give  her  another 

To  match  the  other, 
And  then  she  may  walk  In  two. 

I  WRITTEN  Is  this  rime  similar  to  the  one  of 
yesterday?  Notice  the  and  which  joins  the  Inde- 
pendent statements  of  the  last  sentence.  How  many 
sentences  are  there  In  the  rime? 

II  WRITTEN  Try  to  make  an  original  rime  on  the 
pattern  of  Little  Betty  Blue,  If  this  Is  too  hard, 
copy  from  your  reader  a  short  rime  that  you  like, 
and  verify  It. 

III  ORAL  Read  In  class  the  rimes  that  you  have 
written,  original  or  otherwise. 


WHEN  TWO  BOYS  START  TO  RUN  A  RACE 

One  to  make  ready! 

Two  to  prepare! 
Good  luck  to  the  rider, 

Away  goes  the  mare! 


One  for  the  money! 

Two  for  the  show! 
Three  to  make   ready! 

And  four  for  the  go! 


30  WRITTEN    ENGLISH 

LESSON  XXX 

WeVe  all  In  the  dumps, 

For  diamonds  are  trumps; 
The  kittens  are  gone  to  Saint  Paul's; 

The  babies  are  bit, 

The  moon's  in  a  fit. 
And  the  houses  are  built  without  walls. 

I  WRITTEN  Study  this  nonsense-rime  till  you  know 
every  line  and  word  and  point.  Notice  weWe  for 
we  are.  Saint  PauVs  means  Saint  Paul's  church. 
Notice  ^s  for  is.  Of  six  independent  statements 
here,  for  introduces  the  second,  and  and  introduces 
the  last.  The  third  line  and  the  fourth  line  are  each 
a  complete  sentence.  Write  from  memory,  and 
verify. 

II  WRITTEN  Try  to  make  an  original  rime  on  this 
pattern.  Have  two  beats,  two  beats,  three  beats; 
two  beats,  two  beats,  three  beats.  If  you  can  not 
make  a  rime,  learn  one  to  repeat  in  class,  selecting 
one  of  the  pattern  given  today. 

III  ORAL  Repeat  the  rimes  you  have  learned  or 
have  written. 


A  RIDDLE 


As  soft  as  silk,  as  white  as  milk, 
As  bitter  as  gall,   a  thick  wall, 
And  a  green  coat  covers  me  all. 


WRITTEN    ENGLISH  31 

LESSON  XXXI 

Peter  White 

Will  ne'er  go  right; 
Will  you  know  the  reason  why? 

He  follows  his  nose 

Wherever  he  goes, 
And  that  stands  all  awry. 


I  WRITTEN  Study  the  rime.  Notice  ne^er  for 
never.  And  introduces  the  last  independent  state- 
ment Can  you  guess  what  awry  means?  Write 
from  memory,  and  verify. 


II  WRITTEN  Select  the  three  rules  for  punctuation 
that  you  think  are  the  most  helpful,  and  write  them 
from  memory. 


Ill  ORAL  Find  in  the  Additional  Rimes  other 
rimes  on  the  same  pattern  as  that  used  today.  Read 
several  of  these  in  class. 


There  was  a  jolly  miller 

Lived   on   the    river   Dee; 
He  w^orked   and  sang  from  morn  till  night, 

No  lark  so  blithe  as  he; 
And  this  the  burden  of  his  song 

Forever  used  to  be; 
"I  care  for  nobody, — no,  not  I ; 

And  nobody  cares  for  me." 


32  WRITTEN    ENGLISH 

LESSON  XXXII 

I  had  two  pigeons  bright  and  gay; 
They  flew  from  me  the  other  day; 
What  was  the  reason  they  did  go? 
I  can  not  tell,  for  I  do  not  know* 


I  WRITTEN  Notice  that  the  last  line  contains  two 
independent  statements  joined  by  for.  Each  of  the 
two  couplets  contains  two  sentences.  Write  from 
memory,  and  verify. 


II  WRITTEN  If  you  know  anything  interesting 
about  pigeons  or  doves,  write  three  or  four  sen- 
tences telling  what  you  know.  Or  else  write  about 
some  other  pet  that  you  have  had.  Have  you  ever 
seen  a  squab-farm,  where  they  raise  young  pigeons 
for  market? 


Ill  ORAL  Discuss  the  keeping  of  pets.  Do  you 
think  it  a  good  thing  for  every  child  to  have  some 
living  thing  for  a  pet?    Tell  what  pet  you  like  best. 


"Is  John  Smith  within?" 
"Yes,  that  he  is." 
"Can  he  set  a  shoe?" 
"Ay,  marry,  two; 

Here  a  nail,  and  there  a  nail. 

Tick,  tack,  too." 


WRITTEN    ENGLISH  33 

LESSON  XXXIII 

Monday's  child  is  fair  of  face; 
Tuesday's  child  is  full  of  grace; 

Wednesday's  child  is  the  child  of  woe; 
Thursday's  child  has  far  to  go; 

Friday's  child  is  loving  and  giving; 
Saturday's  child  works  hard  for  a  living, 
But  the  child  that  is  born  on  the  Sabbath  day 
Is  lucky  and  bonny  and  wise  and  gay. 

I  w^RiTTEN  This  is  a  bit  of  folk-lore  you  will 
have  to  study  hard,  if  you  write  it  without  a  mistake 
the  first  time.  Wednesday  and  Tuesday  are  not 
easy  to  spell.  In  order  to  follow  the  copy,  you  will 
need  to  begin  well  to  the  left  and  write  rather  small. 
What  word  in  the  fourth  couplet  introduces  the  sev- 
enth independent  statement?  Write  from  memory, 
and  verify  your  work. 

II  WRITTEN  Find  in  the  Additional  Rimes  an- 
other one  about  the  days  of  the  week,  and  copy 
carefully. 

III  ORAL  Ask  your  parents  to  repeat  to  you  any 
rimes  they  may  know  about  the  days  of  the  week. 
Repeat  these  and  any  other  folk-lore  rimes  that  you 
may  find.  Folk-lore  is  made  up  of  the  rimes  and 
sayings  and  tales  kept  by  the  people  for  a  long  time. 

IV  ORAL  Review  all  the  rules  that  you  have  had 
thus  far. 


34  WRITTEN    ENGLISH 

LESSON  XXXIV 

1  Summer  winds,  blow  strong  and  cool, 
For  Fm  obliged  to  stay  in  school. 

2  Snake,  snake,  come  out  of  the  grass, 
And  ril  not  hurt  you  as  I  pass. 

3  Bee,  bee,  with  buzzing  wing, 
rU  steal  your  honey  if  you  sting. 

4  Purple  plums  that  hang  so  high, 
I  shall  eat  you  by  and  by. 

I  WRITTEN  We  have  something  new  today.  The 
names  winds,  snake,  bee,  and  plums  are  all  used 
in  direct  address,  that  is,  they  name  things  that  are 
spoken  to.  For  that  reason,  they  are  separated  by 
commas  from  the  rest  of  the  sentence.  We  say  that 
they  are  set  of  by  commas. 

Study  the  rimes,  one  at  a  time.    Write  and  verify. 

Rule  75  Set  of  by  commas  names  used  in  direct 
address, 

II  WRITTEN  Copy  and  point  the  following  sen- 
tences, remembering  ( 1 )  that  a  period  or  other  point 
may  take  the  place  of  a  comma  at  the  end  of  a  sen- 
tence; (2)  that  a  name  used  in  address,  if  it  is  at  the 
oeginning  or  at  the  end  of  a  sentence,  needs  only  one 
comma. 

May  come  here  Little  girl  please  don't  cry 

Will  you  come  here  May  Poor  little  bird  who  hurt  you 

Come  here  May  Fly  home  lady-bird  to  the  old 

Jack  be  nimble  elm  tree 

Run  Sam  run  I  wish   Mr.  Brown  that  you 

Go  mill  go  would    reply 

Don't  tease  me  child  What  a  scamp  you  are  Tom 


Fi^^ 


WRITTEN    ENGLISH  35 

LESSON  XXXV 

Little  cloud  athwart  the  sky, 
What's  the  news  up  there  so  high? 
Master  wants  to  cut  his  grain ; 
Can  you  tell  how  soon  'twill  rain? 

I  WRITTEN  Notice  the  contractions  whafs  and 
^ twill  for  what  is  and  it  will.  Do  you  see  that  Little 
cloud  athwart  the  sky  is  all  used  in  address?  Athwart 
is  a  rather  unusual  word  meaning  across.  Notice 
the  two  couplets  and  the  riming  words.  Write  from 
memory,  and  verify. 

II  WRITTEN  Write  five  sentences,  using  in  each 
a  name  in  direct  address.  Have  some  of  these 
names  made  up  of  several  words.  Look  thru  your 
readers  for  ideas  to  help  you  in  this.  How  many 
commas  do  you  use  if  the  name  in  direct  address 
comes  just  at  the  beginning  or  just  at  the  end  of  a 
sentence  ? 

III  ORAL  Read  from  your  readers  examples  of 
direct  address.  Repeat  any  weather-rimes  that  you 
know. 


Doctor  Faustus  was  a  good  man, 

He  whipped  his  scholars  now  and   then; 

When  he  whipped  them,  he  made  them  dance 

Out  of  Scotland  into  France, 

Out  of  France  into  Spain, 

And  then  he  whipped  them  back  again. 


36  WRITTEN    ENGLISH 

LESSON  XXXVI 

Lady-bird,  lady-bird, 

Fly  away  home ! 
Your  house  is  on  fire ! 

Your  children  will  burn ! 

I  WRITTEN  Study  the  rime  till  you  know  it. 
Notice  the  hyphen  in  lady-bird.  Why  are  exclama- 
tion points  used?    Write  from  memory,  and  verify. 

II  WRITTEN  Point  the  following  so  as  to  show 
what  is  meant: 


a  statement  of  fact  a  command  an  excited  command 

Boys   swim  Boys  swim  Boys   swim 

Girls  sew  Girls  sew  Girls  sew 


III  ORAL  Do  you  know  any  other  rimes  about  the 
lady-bird  or  lady-bug,  as  it  is  sometimes  called?  If 
you  do,  repeat  them.  The  most  common  lady-bird 
is  a  beetle,  red  and  black,  or  orange  and  black. 
When  one  of  these  alights  on  the  hand,  folk-lore 
teaches  all  who  wish  good  luck  to  repeat  the  above 
rime. 


A  RIDDLE 

Over  the  water, 

And  under  the  water, 

And  always  with  its  head  down. 


WRITTEN    ENGLISH  37 

LESSON  XXXVII 

Hush-a-by,  Baby,  He  still  with  thy  daddy, 
Thy  mammy  has  gone  to  the  mill 

To  get  some  meal  to  make  a  cake; 
So  pray,  my  dear  Baby,  lie  still. 


I  WRITTEN  Study  the  rime.  Note  that  haby  and 
my  dear  baby  are  terms  used  in  direct  address. 
Usage  differs  as  to  caps  in  these  terms.  When  Baby 
is  used  instead  of  the  real  name,  capitalize  it.  Note 
the  hyphens  in  hush-a-by.  The  independent  state- 
ment in  the  last  line  is  introduced  by  so.  Write  from 
memory,  and  verify. 

II  WRITTEN  Copy  the  following,  noticing  where 
caps  are  used: 


I  am  coming,  Father.  My   very    kind    father   helped 
Oh  dear,   Mother,   I  will  go.  me. 

Well,  Brother,  here  we  are.  What    is    home    without    a 
I  am  going  now,  Sister.  mother? 

O   Mother!   I  will  go.  I  have  a  dear  little  sister. 

May    I    borrow    your    book,  Where  is  your  grandfather? 

sister  Jane?  Is  your  uncle  here? 


Ill  ORAL  Look  thru  your  readers  and  try  to  de- 
cide just  how  terms  of  relationship  are  capitalized. 
Discuss  the  subject  in  class,  and  decide  upon  your 
own  usage. 


38  WRITTEN    ENGLISH 

LESSON  XXXVIII 

Polly,  the  milkmaid, 

Comes  over  the  plain; 
She  fills  up  her  milk-pails 

And  then  back  again. 

I  WRITTEN  There  is  something  new  today.  The 
word  milkmaid  explains  who  Polly  was,  without 
actually  stating  it.  We  call  milkmaid  an  appositive, 
or  we  say  it  is  in  apposition  with  Polly.  If  these 
terms  are  new  to  you,  be  sure  to  learn  them  thoroly. 
Observe  the  commas  which  set  off  the  appositive. 
Notice  that  milkmaid  is  written  without  a  hyphen, 
and  milk'pails  is  written  with  a  hyphen.  This  is 
because  milkmaid  has  been  more  used  than  milk- 
pails  J  and  so  we  have  come  to  think  of  milkmaid  ?iS 
one  word.     Write  from  memory,  and  verify. 

Rule  i6  Set  of  by  commas  appositives  of  more 
than  one  word. 

My  son  John  has  no  comma,  for  the  appositive  John  is 
only  one  word. 

II  WRITTEN     Point  off  the  following  sentences: 

1  Molly  my  sister  and  I  fell  out 

2  John  the  youngest  son  was  lost 

3  I  had  a  little  maid  the  prettiest  ever  seen 

4  Toby  Sizer  the  old  miser  would  not  buy  a  cloak 

5  Jim  the  giant  grim  wears  a  hat  without  a  brim 

6  Did  you  see  my  cousin  Mary  Lee 

III  ORAL  Look  thru  your  readers  for  other  ex- 
amples of  appositives.  Have  three  short  ones  ready 
to  read  in  class. 


WRITTEN    ENGLISH  39 

LESSON  XXXIX 

Here  am  I, 

Little  Jumping  Joan ; 
When  nobody's  with  me 
Fm  always  alone. 

I  WRITTEN  Study  the  rime.  Do  you  see  that  the 
comma,  which  you  would  expect  after  the  appositive 
Joan,  has  given  place  to  the  semicolon?  Observe 
the  two  contractions.  How  many  words  in  the 
appositive?  Pronounce  Joan  in  one  syllable  to  rime 
with  alone.     Write  from  memory,  and  verify. 

II  WRITTEN  Copy  and  point  the  following  sen- 
tences and  set  off  the  appositives  by  commas: 

1  Arthur  the  king  of  England  was  much  loved 

2  Have  you  heard  about  John  Gilpin  the  man  who  rode  a  race 

3  Can  you  tell  the  story  of  Bo-peep  the  girl  w^ho  kept  sheep 

4  I  wish  I  were  a  robin  a  crimson-breasted  robin 

5  How  welcome  are  the  birds  those  messengers  of  spring 

III  ORAL  Look  thru  your  readers  to  find  other 
examples  of  appositives.  Bring  these  to  class  and 
read  there.  Try  to  find  one  in  which  the  second 
comma  has  given  place  to  a  more  important  mark. 
Where  have  you  seen  a  picture  of  Little  Juniping 
Joan? 


Ride  a  cock-horse  to  Banbury  Cross 
To  see  an  old  lady  upon  a  white  horse; 
Rings  on  her  fingers,   and  bells  on  her  toes, 
And  so  she  makes  music  wherever  she  goes. 


40  WRITTEN    ENGLISH 

LESSON  XL 

Molly,  my  sister,  and  I  fell  out. 

And  what  do  you  think  'twas  all  about? 

She  loved  coffee,  and  I  loved  tea. 

And  that  was  the  reason  we  couldn't  agree. 

I  WRITTEN  Study  the  rime  carefully.  Observe 
the  two  contractions,  the  appositive,  and  the  commas. 
The  first  and  joins  Molly  with  /.  Do  you  notice 
the  three  ands  that  join  independent  statements? 
Name  the  two  statements  in  the  first  couplet.  Name 
the  three  statements  in  the  second  couplet.  Write 
from  memory,  and  verify.  Was  your  work  perfect 
at  the  first  writing? 

II  WRITTEN  Select  from  your  readers  or  from 
the  Additional  Rimes  a  short  rime  containing  an 
appositive,  and  copy.     Verify  your  work. 

III  ORAL  Give  original  examples  of  appositives. 
Remember  that  the  appositive  is  one  of  the  com- 
monest things  in  everyday  speech:  Tony  Olin,  the 
little  rascal;  my  uncle,  Mr.  James  Clark;  America, 
the  land  of  the  free. 

IV  ORAL  Find  several  appositives  in  your  read- 
ers; copy  and  verify,  and  read  in  class.  Explain  the 
line  if  it  were  pointed  thus : 

Molly,  my  sister  and  I  fell  out. 


WRITTEN    ENGLISH  41 

LESSON  XLI 

There  was  an  old  woman  had  three  sons, 

Jerry  and  James  and  John; 
Jerry  was  hung,  James  was  drowned, 
John  was  lost  and  never  was  found; 
And  there  was  an  end  of  her  three  sons, 

Jerry  and  James  and  John. 


I  WRITTEN  Study  this  old  rime  with  care.  Jerry 
and  James  and  John  is  a  single  appositive  explaining 
sons  J  and  has  a  comma  before  it.  The  comma  which 
would  naturally  come  after  it  gives  place  to  the 
semicolon.  What  word  is  understood  in  the  first 
line?  Would  the  line  be  as  smooth  if  it  read  an  old 
woman  who?  Notice  the  new  alinement.  Write 
from  memory,  and  verify. 


II  WRITTEN  Write  from  memory  the  rules  for 
pointing  off  names  used  in  direct  address  and  names 
used  in  apposition. 


Ill  ORAL  Do  you  see  that  appositives  shorten 
speech  and  make  it  brighter?  Is  it  shorter  to  say 
Paddy ^  the  Welshman^  or  Paddy ^  who  was  a  Welsh- 
man? Would  you  like  to  use  the  full  forms  every 
time  you  speak,  or  do  you  think  appositives  are 
often  better? 


42  WRITTEN    ENGLISH 

LESSON  XLII 

Hi,  diddle,  diddle, 

The  cat  played  the  fiddle; 
The  cow  jumped  over  the  moon; 

The  little  dog  laughed 

To  see  the  craft. 
And  the  dish  ran  away  with  the  spoon. 


I  WRITTEN  This  lesson  has  something  new,  so 
study  carefully.  You  have  three,  interjections  fol- 
lowed by  commas.  Interjection  means  something 
thrown  in.  Is  laughed  and  craft  a  perfect  rime? 
Does  it  look  so?    Write  from  memory,  and  verify. 

Rule  I J  After  an  interjection  which  is  not 
emphatic,  use  the  comfna;  after  an  interjection  which 
is  emphatic^  use  the  exclamation  point, 

II  WRITTEN  Look  thru  your  readers,  and  copy 
several  interjections.  Afterwards  list  these  alpha- 
betically. Keep  this  list,  and  add  to  it  from  time 
to  time. 

III  ORAL  Read  aloud  in  class  the  lists  you  have 
made.  Add  to  your  own  lists  as  you  hear  the  others 
read.  Tell  as  nearly  as  you  know,  or  can  guess,  the 
sort  of  feeling  that  each  interjection  shows.  Does 
the  tone  of  voice  often  tell  feeling?  What  about 
sh'sh-sh?  Does  alas  always  express  sorrow?  Dis- 
cuss this. 


WRITTEN    ENGLISH  43 

LESSON  XLIII 

Ah,  hear  the  wind  blowl 

And  see  the  deep  snow ! 
Where  now  are  the  birds  that  we  loved  to  hear  sing? 

They're  where  it  is  warm, 

They're  free  of  all  harm. 
They'll  come  back  again  in  the  spring,  in  the  spring. 

I  WRITTEN  Study  the  rime.  We  more  often  say 
free  from  than  free  of,  but  either  is  right.  It  is 
very  common  in  verse  to  repeat  a  phrase  after  the 
manner  of  an  interjection.  In  the  spring,  if  repeated 
several  times,  would  need  a  comma  after  each 
repetition.     Write  from  memory,  and  verify. 

II  WRITTEN  Look  thru  any  book  to  find  new 
examples  of  interjections.     Add  these  to  your  list. 

III  WRITTEN  Place  points  where  they  are  needed 
in  the  following: 

Fe  fo  fi  fum  Ha  ha  ha 

Alas  what  shall  I  do  Bow  wow  wow 

Mew  mew  mew  Oh  what  a  shame 

Oh   no  Hurrah   boys 

IV  ORAL  May  several  interjections  be  used  as 
one  exclamation?  If  you  can  find  examples  of  this 
use,  read  them  in  class. 


A  RIDDLE 


A  hill  full,  a  hole  full, 

Yet  you  can  not  catch  a  bowl  full. 


44  WRITTEN    ENGLISH 

LESSON  XLIV 

A  dillar,  a  dollar,  a  ten  o'clock  scholar, 
What  makes  you  come  so  soon? 

You  used  to  come  at  ten  o'clock, 
And  now  you  come  at  noon. 

I  WRITTEN  Study  the  rime  and  notice  the  new 
points.  The  o'  in  o*clock  stands  for  of  the.  We 
still  sometimes  say  ten  of  the  clock  or  ten  by  the 
clock.  Dillar  and  dollar  are  interjections.  There 
are  many  interjections  whose  meaning  we  can  only 
guess  at,  and  often  they  have  no  meaning  now. 
Write  from  memory,   and  verify. 

II  WRITTEN  Continue  to  add  to  your  list  of  inter- 
jections. If  you  can  obtain  a  complete  copy  of 
Mother  Goose,  you  will  find  many  new  ones  there. 

III  WRITTEN  Write  in  separate  columns  the  inter- 
jections you  might  use  to  show  (1)  joy;  (2)  pain; 
(3)  sorrow;  (4)  anger;  (5)  amusement;  (6)  dis- 
gust; (7)  surprise. 

IV  ORAL  What  is  the  hour  of  noon?  How  many 
hours  from  noon  to  midnight?  Does  the  clock,  or 
the  sun,  determine  the  length  of  day?  Discuss  this 
in  class. 


What  goes  up  must  come  down 
On  your  head  or  on  the  ground. 


WRITTEN    ENGLISH  45 

LESSON  XLV 

Alas,  alas  for  Miss  Mackay! 
Her  knives  and  forks  have  run  away; 
And  when  the  cups  and  spoons  are  going 
She's  sure  there  is  no  way  of  knowing. 

I  WRITTEN  Study  the  rime.  Note  every  point 
with  care.  Observe  the  two  couplets.  Write  from 
memory,  and  verify. 

II  WRITTEN  Copy  and  capitalize  the  following; 
punctuate,  the  first  time  making  one  exclamation  of 
each  group,  and  the  second  time  making  an  emphatic 
exclamation  of  each  interjection: 

oh  oh  oh  quack  quack 

cackle  cackle  pshaw  pshaw 

fudge    fudge  baa  baa  baa 

caw  caw  caw  tu-whit  tu-whoo 

III  ORAL  Look  thru  your  readers  to  find  inter- 
jections and  other  words  used  there  in  emphatic 
exclamation.  Be  ready  to  read  the  most  interesting 
examples  that  you  find. 


A  RIDDLE 


Hick-a-more,   Hack-a-more, 

On  the  king's  kitchen-door; 

All  the  king's  horses 

And  all  the  king's  men 

Couldn't  drive  Hick-a-more,  Hack-a-more 

Off  the  king's  kitchen-door. 


46  WRITTEN    ENGLISH 

LESSON  XLVI 

By,  Baby-bunting! 
Father's  gone  a-hunting, 
Mother's  gone  a-milking, 
Sister's  gone  a-silking, 

Brother's  gone  to  buy  a  skin 
To  wrap  the  baby-bunting  in. 


I  WRITTEN  Study  the  rime,  noting  the  many 
hyphens  and  the  repeated  use  of  ^s.  Bunting  means 
short  and  fat.  We  might  use  chubby  in  about  the 
same  sense.  A-silking  is  what  we  should  mean  by 
the  phrase  dressing  up  in  silk.  Write  from  memory, 
and  verify. 

II  WRITTEN  Copy  the  following  expressions  and 
put  an  exclamation  point  after  each: 


Good  night  The  same  to  yourself 

Good  evening  Fare   thee  well 

God  bless  you  Merry  Christmas 

God  be  with  you  Happy  New  Year 

What  a  shame  A  happy  birthday  to  you 

The  black  villain  What  a  pity 

III  ORAL  Do  you  see  that  each  of  these  ex- 
pressions is  equal  to  an  entire  sentence?  Try  to 
find  similar  ones  in  your  reading-books.  Read  aloud 
in  class  the  ones  you  find.  Does  each  of  these  show 
feeling  of  some  sort? 


WRITTEN    ENGLISH  47 

LESSON  XLVII 

Peas-porridge  hot! 

Peas-porridge  cold! 
Peas-porridge  in  the  pot 

Nine  days  old! 
Some  like  it  hot, 

Some  like  it  cold, 
Some  like  it  in  the  pot 

Nine  days  old. 

I  WRITTEN  Study  this  old  rime.  Commas  might 
be  used  instead  of  the  first  two  exclamation  points. 
Notice  that  there  is  no  statement  in  the  first  stanza, 
and  that  it  merely  says  porridge^  porridge ^  porridge. 
Write  from  memory,  and  verify. 

Rule  i8  Any  zvord,  or  group  of  words^  when 
used  as  a  complete  exclamation^  should  he  followed 
by  the  exclamation  point, 

II  WRITTEN  Give  careful  directions  for  making 
plain  breakfast  porridge  of  any  sort. 

III  ORAL  Find  some  older  person  who  will  show 
you  how  to  clap  hands  with  another  to  the  rhythm 
of  the  old  rime  given  today.  Then  in  class  see 
which  two  pupils  can  clap  hands  fastest  and  best. 

IV  ORAL  Pronounce  the  following  queer  old  in- 
terjections distinctly: 

1  Hurly-burly,  trumpet,   trase! 

2  Hey,  diddle,  dfnkety,  pompety,  pet! 

3  Hoddley,  poddley,  tempests  and  fogs! 

4  Hickelum,  pickelum,  pumice-stone! 

5  Finnikin,  winnikin,  wo! 


48  WRITTEN    ENGLISH 

LESSON  XLVIII 

Poor  old  Robinson  Crusoe! 
Poor  old  Robinson  Crusoe  I 

They  made  him  a  coat 

Of  an  old  nanny-goat; 
I  wonder  how  they  could  do  so  I 

With  a  ring-a-ting-tang 

And  a  ring-a-ting-tang, 
Poor  old  Robinson  Crusoe! 

I  WRITTEN  Which  two  lines  make  the  first  sen- 
tence? Which  line  makes  the  second  sentence? 
What  makes  up  the  rest  of  the  rime?  Study  the 
rime,  and  write  it  from  memory;  verify. 

II  WRITTEN  Try  to  make  a  parody  on  the  rime 
of  today's  lesson. 

A  parody  is  a  very  close  imitation.  It  must  have  the  same 
number  of  lines  and  the  same  number  of  beats  to  a  line,  and  it 
may  also  have  the  same  rimes  as  the  original. 

III  ORAL  What  feeling  is  expressed  by  the  line 
/  wonder  how  they  could  do  so?  If  no  answer  is 
expected,  does  the  exclamation  mark  carry  the  idea 
of  wonder  better  than  the  question-mark?  Try  the 
question-mark  and  the  exclamation  point  in  turn 
after  the  following  expressions  to  see  which  seems 
best  in  each  case: 

1  Was  ever  heard  such  noise   and  clamor 
The  hatchet's  jealous  of  the  hammer 

2  Why,  oh,  v^^hy  did   she  go 

3  Must  I  die  here  alone 

4  Where  is  our  fatherland 

5  Will  help  never  come 


WRITTEN    ENGLISH  49 

LESSON  XLIX 

O  listen,  my  doll,  and  hear  something  newl 
YouVe  not  to  repeat,  'tis  only  for  you; 
Mark!  pussy  has  stolen  Grandpapa's  shoe. 
And  Topsy  has  painted  dog  Fido  sky-blue ! 

I  WRITTEN  This  rime  will  need  careful  study. 
There  is  one  new  thing  to  remember,  the  use  of  O 
with  a  following  word.  Note  the  contractions  and 
the  possessive.  What  does  sky-blue  mean?  Write 
from  memory,  and  verify. 

Rule  ig  Always  write  the  interjection  O  as  a  cap 
with  no  point  after  it. 

On  the  contrary,  the  exclamation  oh  usually  is  followed  by 
comma  or  exclamation  point. 

II  WRITTEN     Copy  the  rule  for  today,  and  verify. 

III  ORAL  Read  the  following  examples  of  the 
use  of  O  in  exclamation : 

O  fie!  O  ye  heavens! 

O  velvet  bee!  O  for  a  pair  of  v^ings! 

O  Israel!  O  that  it  w^ere  true! 

O  royal  duke!  O  dear  saint! 

O  my  son  Absalom!  O  pure  in  heart! 

O  brave   marsh   mary-buds!  O  wind  of  the  moor! 

O  thou    that    bringest  good      O  finny   friend! 

tidings  to  Zion!  O  happy  Holland! 

O  father  dear!  O  bells  of  Notre  Dame! 

To  the  teacher:    See  Appendix  note. 


50  WRITTEN    ENGLISH 

LESSON  L 

Pussy-cat,  pussy-cat,  listen  to  news! 
Baby's  to  have  a  pair  of  new  shoes, 

Shoes  of  morocco,  and  they  shall  be  green. 
The  smallest,  the  neatest  that  ever  were  seen; 
This  is  no  secret,  repeat  it  you  may; 
Run,  my  good  pussy,  and  tell  it  to  Tray! 


I  WRITTEN  This  rime  is  harder  than  it  looks. 
Before  writing,  notice  these  points  with  care: 

(1)  A  name  used  three  times  in  direct  address; 
(2)  three  terms  used  in  apposition;  (3)  the 
exclamation  point  used  twice  to   show   excitement; 

(4)  a   comma   used  between  two   short  sentences; 

(5)  semicolons  used  after  two  sentences.  When 
you  are  sure  of  every  point,  write  from  memory, 
and  verify. 

II  WRITTEN  Tell  what  is  the  chief  point  of  dif- 
ference between  the  speakers  of  today's  rime  and 
yesterday's  rime.  Is  it  foolish  to  make  a  secret  of 
what  can  just  as  well  be  told?  Is  it  often  very 
unkind  to  do  so  ?    Think  this  over  before  writing. 


Ill  ORAL  Repeat  any  one  rule  which  you  must 
use  in  pointing  off  the  rime  of  today.  Repeat  every 
rule  used. 


WRITTEN    ENGLISH  51 

LESSON  LI 

One,  two,  three,  four,  five, 

I  caught  a  hare  alive; 
Six,  seven,  eight,  nine,  ten, 

I  let  it  go  again. 

I  WRITTEN  The  numbers  in  this  rime  form  a 
series,  that  is,  an  orderly  list  of  things.  Observe 
the  commas.  Study  the  rime,  and  write  from 
memory;  verify. 

Rule  20  Use  the  comma  to  separate  the  mem- 
bers of  a  series^  unless  AND,  OR,  NOR,  or  some 
similar  word  joins  them. 

Exception:  An  and  thrown  in  between  the  two  last  mem- 
bers of  the  series,  for  the  sake  of  sound,  does  not  do  away 
with  the  comma,  as  in  sentence  2  below. 

II  WRITTEN  Copy  the  following  examples  of 
series; 

1  John,  Will,  Ned  may  all  go. 

2  I  saw  elms,  willows,  and  other  trees. 

3  Oranges    and    lemons,    oranges    and    lemons,    oranges    and 
lemons ! 

4  Neither  wind   nor   snow   nor   bitter   cold   stopped   him. 

5  What  makes  a  man  healthy  and  wealthy  and  wise? 

6  What  makes  a  man  healthy,  wealthy,  wise? 

III  ORAL  Look  thru  your  readers  to  find  other 
examples  of  series.  Bring  several  of  these  to  class 
to  read. 

When  there  are  two  items  in  a  series  which  are  to  be  taken 
together,  of  course  the  comma  will  not  be  used;  thus,  He  made 
his  meal  of  tea,  bread,  and  potatoes;  He  made  his  meal  of 
tea,   bread   and  milk. 


52  •  WRITTEN    ENGLISH 

LESSON  LII 

Here  we  go  up,  up,  up ; 

Here  we  go  down,  down,  down; 
Here  we  go  backward  and  forward; 

Here  we  go  round,  round,  round. 

I  WRITTEN  Her«  Is  a  good  illustration  of  series. 
It  is  very  common  to  repeat  part  of  a  line  of  verse 
in  this  way.  Which  line  needs  no  comma,  and  why? 
Is  each  line  a  complete  sentence?  Write  from 
memory,  and  verify. 

II  WRITTEN  Copy  the  following  examples  of 
series,  and  punctuate : 

1  Old  rags  to  sell  old  rags  to  sell  old  rags  to  sell 

2  With  a  hop  skip  and  jump 

3  One  dog  two  cats  three  geese  and  a  turkey-gobbler 

4  With  sparrows  and  owls  with  rats  and  with  dogs 
With  ducks  and  with  crows  with  cats  and  with  hogs. 

III  ORAL  Read  or  repeat  any  rimes  that  you  find 
which  contain  examples  of  series.  You  will  find 
many  of  these  in  the  Additional  Rimes  of  this  book. 


Tweedle-dum  and  Tweedle-dee 

Resolved  to  have  a  battle, 
For  Tweedle-dum  said  Tweedle-dee 

Had  spoiled  his  nice  new  rattle; 
Just  then  flew  by  a  monstrous  crow, 

As  big  as  a  tar-barrel, 
Which  frightened  both  the  heroes  so 

They  quite   forgot  their  quarrel. 


WRITTEN    ENGLISH  53 

LESSON  LIII 

There  was  a  little  man, 
And  he  had  a  little  head, 

And  he  wore  a  little  hat  on  the  top ; 
And  he  had  a  little  fan, 
And  his  little  vest  was  red. 

And  he  walked  with  a  little  hop,  hop. 

I  WRITTEN  Every  statement  in  this  rime  after  the 
first  begins  with  and.  It  is  perfectly  natural  to 
begin  thus.  Little  children  use  a  great  many  ands. 
Early  English  and  the  Hebrew  scriptures  show  the 
same  free  use  of  and.  If  you  begin  every  sentence 
with  and,  you  will  soon  see  that  this  is  unnecessary 
and  will  often  cross  out  the  word.  Remember  it  is 
not  wrong  to  begin  thus,  but  it  is  needless,  therefore 
not  the  best  way. 

Observe  the  new  alinement,  also  the  series  of  two 
words  at  the  end.  Do  you  see  that  the  six  state- 
ments make  one  sentence?     Write  and  verify. 

II  WRITTEN  Copy  the  following  sentences,  put- 
ting in  commas  where  needed,  and  write  after  each 
sentence  the  number  of  flags  mentioned: 

1  Jack  has  a  red  white  and  blue  flag 

2  Ned  has  a  red  a  white  and  a  blue  flag 

•  3  Joe  has  a  red  and  white  and  a  blue  flag 

4  Tom  has  a  red  and  white  a  blue  and  white  and  a  yellow  flag 

5  Sam  has  a  red  and  a  white  and  blue  flag 

III  ORAL  In  the  above  series,  do  you  see  that 
the  a  is  repeated  for  every  flag?  Look  in  your  read- 
ers for  other  examples  of  series  and  read  in  class. 

To   the  teacher:    See  Appendix   note. 


54  WRITTEN    ENGLISH 

LESSON  LIV 

Solomon  Grundy 

Was  born  on  Monday, 
Christened  on  Tuesday, 
Married  on  Wednesday, 
Took  ill  on  Thursday, 
Worse  on  Friday, 
Died  on  Saturday, 
Buried  on  Sunday; 
This  is  the  end 

Of  Solomon  Grundy. 

I  WRITTEN  Learn  the  history  of  Solomon 
Grundy.  Are  the  lines  alined?  This  form  of 
writing  is  called  diagonal  indention.  There  is  some 
hard  spelling  here,  as  buried.  Notice  that  the  first 
sentence  ends  with  Sunday.  Write  from  memory, 
and  verify. 

II  WRITTEN  Select  another  folk-lore  rime  about 
the  days  of  the  week,  and  copy  or  write  it  from 
memory.  There  is  one  about  sneezing  and  one 
about  cutting  the  nails  that  are  interesting. 

III  ORAL  Repeat  all  the  rimes  of  the  week  that 
you  can;  or  read  new  ones  from  the  Additional 
Rimes  of  this  book. 


The  King  of   France  went  up  the  hill 

With  twenty  thousand  men; 
The  King  of  France  went  down  the  hill, 

And  ne'er  went  up  agaia 


WRITTEN    ENGLISH  55 

LESSON  LV 

To  market,  to  market,  to  buy  a  fat  pig! 
Home  again,  home  again,  jiggety-jig! 
To  market,  to  market,  to  buy  a  fat  hog! 
Home  again,  home  again,  jiggety  jog! 

To  market,  to  market,  to  buy  a  plum-bun! 
Home  again,  home  again,  market  is  done! 


I  WRITTEN  Study  the  rime.  Note  the  three 
couplets.  Note  the  series  of  two  members  in  each 
line.  Note  the  unusual  interjections.  Among  the 
many  exclamations,  can  you  find  the  single  state- 
ment of  three  words?  Write  from  memory,  and 
verify. 


II  WRITTEN  Have  you  heard  any  other  rime  that 
mothers  used  to  sing,  as  they  tossed  a  young  child 
up  and  down  on  the  foot  or  knee?  If  so,  write  it 
to  read  in  class;  or  copy  any  rime  you  especially 
like. 


Ill  ORAL  Read  in  class  the  rimes  you  have  written. 


Diddle,   diddle,   dumpling,   my   son   John, 
He  went  to  bed  with  his  stockings  on; 
One   shoe   off,   and  one  shoe   on. 
Diddle,  diddle,  dumpling,  my  son  John. 


56  WRITTEN    ENGLISH 

LESSON  LVI 

One,  two,  buckle  my  shoe; 
Three,  four,  shut  the  door; 
Five,  six,  pick  up  sticks; 
Seven,  eight,  lay  them  straight; 
Nine,  ten,  a  good  fat  hen; 
Eleven,  twelve,  dig  and  delve; 
Thirteen,  fourteen,  maids  a-courting; 
Fifteen,  sixteen,  maids  in  the  kitchen; 
Seventeen,  eighteen,  maids  a-waiting; 
Nineteen,  twenty,  that's  a-plenty. 

I  WRITTEN  Observe  the  old  forms  a-courting  and 
a-waiting.  Notice  that  each  line  is  a  sentence.  Write 
from  memory,  and  verify. 


II  WRITTEN  Try  to  make  a  number-rime  of  your 
own.  If  this  is  too  hard,  copy  one  of  the  Additional 
Rimes  of  this  book. 


Ill  ORAL  Read  or  repeat  any  other  number-rimes, 
or  counting-out  rimes  that  you  can  learn  from  your 
parents  or  from  any  other  source.  Write  these, 
and  bring  to  class. 


The  valiant  Tom  and  braver  Tim 
Are  both  afraid  to  learn  to  swim; 
They're  not  so  learned  as  e'en  the  cats, 
And  might  take  lessons  from  the  rats. 


WRITTEN    ENGLISH  57 

LESSON  LVII 

A  was  an  apple-pie;  N  nodded  at  it; 

B   bit  it;  O  opened  it; 

C  cut  it;  P  peeped  at  it; 

D  dealt  it;  Q  quartered   it; 

E   eat  it;  R  ran  for  it; 

F  fought  for  it;                             S  stole  it; 

G  got  it;  T  took  it; 

^jumpedjor  it;  ^  ^^^^^^  .^.    ^^^^^.^^^v^ctl 

L  longed  for  it;  X>  Y,  Z,  and  fefsHIi^p^SaBfl  A  a  a 

M  mourned  for  it;  All  wished  for  a  piece  in  hand. 

I  WRITTEN  Study  this  alphabet-rime  till  you  can 
write  it  from  memory.  Note  that  eat  is  pronounced 
etj  2L  form  seldom  used  now.  The  proper  name  of 
the  character  &  is  ampersand.  Per  se  is  Latin  and 
means  by  itself,  Andherfsej-and  grew  into  amperse- 
and  and  then  into  ampersand.  Remember  the  name 
of  this  little  sign,  but  do  not  use  it,  except  in  the 
names  of  firms  and  in  joining  the  names  of  streets. 

II  WRITTEN  Try  to  make  nonsense  verses  about 
one  or  more  of  the  letters  of  the  alphabet.     Thus: 

B  was  cook  Betty,  a-baking  a  pie, 

With  ten  or  twelve  apples,  all  piled  up  on  high. 

III  ORAL  Read  in  class  the  rimes  you  have  written. 
Try  to  find  someone  who  can  teach  you  to  sing  either 
the  English  or  the  German  alphabet. 

IV  ORAL  Can  you  tell  at  a  glance  which  letters 
are  left  out  in  the  verses  above?  Will  you  find 
which  one  of  you  can  repeat  the  alphabet  correctly 
and  most  rapidly.     Do  this  outside  of  class. 

To   the  teacher:    See  Appendix   note. 


58  WRITTEN    ENGLISH 

LESSON  LVIII 

Hickety,  pickety,  my  black  hen, 
She  lays  eggs  for  gentlemen; 
Gentlemen  come  every  day 
To  see  what  my  black  hen  doth  lay. 

I  WRITTEN  Study  the  rime.  Observe  the  expres- 
sion my  black  hen,  she,  and  note  the  comma  after 
hen.  It  is  very  common  thus  to  repeat,  and  it  is 
one  of  the  most  natural  ways  of  calling  attention  to 
anything.  Longfellow  says:  **The  smith,  an  honest 
man  is  he,^^     Write  from  memory,  and  verify. 

Rule  21  When  a  subject  of  thought  is  repeated 
for  emphasis,  use  the  comma  to  mark  the  repetition. 

II  WRITTEN  Copy  the  following  lines  and  punc- 
tuate them  according  to  your  rule: 

1  Little  Jack  Horner  he  sat  in  the  corner 

2  Little  Miss  Muffet  she  sat  on  a  tuffet 

3  Old  Mother  Hubbard  she  went  to  the  cupboard 

4  My  poor  little  brother  he  is  very  ill 

5  The  gold  and  blue  vase  it  is  broken 

III  ORAL  Look  thru  any  volumes  of  poems  for 
further  examples  of  the  use  of  emphatic  repetition. 
Read  in  class  the  examples  you  find.  In  high  school, 
you  will  be  told  that  repetition  of  this  sort  is  named 
pleonasm. 


WRITTEN    ENGLISH  59 

LESSON  LIX 

Thirty  white  horses 

Upon  a  red  hill, 
Now  they  tramp,  now  they  champ, 

Now  they  stand  still. 


I  WRITTEN  Do  you  see  that  the  word  they  re- 
peats horses,  the  subject  of  thought?  This  is  a 
riddle,  and  if  you  do  not  guess  it,  look  for  the  answer 
in  the  Appendix.  Study  every  point.  Write  from 
memory,  and  verify. 

II  WRITTEN  Look  thru  your  readers  to  find  other 
examples  of  repetition  for  emphasis.  This  emphatic 
repetition  is  more  common  in  verse  than  in  prose. 
If  you  can  not  find  examples  in  your  readers,  take 
a  volume  of  verse,  and  you  will  surely  succeed  in 
a  short  time. 

III  ORAL  Read  aloud  in  class  the  examples  of 
emphatic  repetition  which  you  have  found. 


Dame  Trot  and  her  cat 
Sat  down  for  a  chat; 
The  Dame  sat  on  this  side, 
And  Puss  sat  on  that; 
"Puss,"    says    the    Dame, 
"Can  you  catch  a  rat 

Or  a  mouse  in  the  dark?" 
"Purr,"  says  the  cat. 


60  WRITTEN    ENGLISH 

LESSON  LX 

I  have  a  little  sister,  they  call  her  Peep-peep; 
She  wades  in  the  water,  deep,  deep,  deep; 
She  climbs  the  mountain,  high,  high,  high; 
My  poor  little  sister,  she  has  but  one  eye. 


I  WRITTEN  This  is  another  riddle.  Note  that 
you  would  not  need  the  comma  after  sister  in  the 
last  line  if  she  were  not  repeated.  Study  the  rime. 
Write  from  memory,  and  verify. 


II  ORAL     How  may  a  star  be  said  to  wade  the 
water  and  climb  the  mountain? 


Ill  ORAL  Repeat  riddles  in  class.  Keep  a  col- 
lection of  all  the  riddles  that  you  find.  Your  parents 
can  probably  tell  you  some  very  old  ones. 


They  that  wash  on  Monday 

Have  all  the  week  to  dry; 
They  that  wash  on  Tuesday 

Are  not  so  much  awry; 
They  that  wash  on  Wednesday 

Are  not  so  much  to  blame; 
They  that  wash  on  Thursday 

Wash  in  very  shame; 
They  that  wash  on  Friday 

Wash  in  utmost  need; 
And  they  that  wash  on  Saturday, 

Oh,  they  are  slugs  indeed. 


WRITTEN    ENGLISH  6 1 

LESSON  LXI 

Three  little  boys  a-sliding  went 

Upon  a  summer's  day; 
The  ice  proved  thin,  they  all  fell  in, 

The  rest,  they  ran  away. 


I  WRITTEN  Such  forms  as  a-sliding  are  very  com- 
mon in  verse.  The  a  is  shortened  from  in  or  on. 
We  often  hear  aswimming  and  a-skating.  You  see 
the  same  a  in  ahed^  aboard^  and  so  on.  If  we  said 
The  rest  ran  away^  we  should  need  no  comma  in  the 
last  line.    Write  the  rime  from  memory,  and  verify. 

II  WRITTEN  Look  thru  your  readers  and  other 
books  for  forms  similar  to  a-sliding.  If  you  find 
any,  copy  them  for  class. 

III  ORAL  Read  in  class  the  examples  you  have 
found  of  the  use  of  forms  similar  to  a-sliding. 


What  are  little  boys  made  of,  made  of? 

What  are  little  boys  made  of? 
"Snaps  and  snails  and  puppy-dogs'  tails; 

And  that's  what  little  boys  are  made  of." 

What  are  little  girls  made  of,  made  of? 
What  are  little  girls  made  of? 
"Sugar  and  spice   and   all  that's  nice; 

And  that's  what  little  girls  are  made  of." 


62  WRITTEN    ENGLISH 

LESSON  LXII 

Polly,  Dolly,  Kate,  and  Molly, 
All  are  filled  with  pride  and  folly; 
Polly  tattles,  Dolly  wiggles, 
Katie  rattles,  Molly  giggles; 

Whoe'er  knew  such  constant  rattling, 
Wiggling,  giggling,  noise,  and  tattling? 


I  WRITTEN  These  three  couplets  need  careful 
study.  Notice  whoever  for  whoever.  The  rime  be- 
gins and  ends  with  a  series.  What  word  repeats  the 
subject  of  thought?  Write  from  memory,  and 
verify. 


II  WRITTEN    Tell  which  one  of  the  four  girls  had 
the  most  serious  fault  and  why  you  think  so. 


Ill  ORAL  After  study,  name  in  class  the  person 
or  thing  thought  about  in  each  of  the  following  sen- 
tences, and  name  the  word  which  repeats  the  subject 
of  thought: 


1  The  smith,  a  mighty  man  is  he. 

2  The  little  cares  that  fretted  me, 
I  lost  them  yesterday. 

3  And  the  South  Wind,  he  was  dressed 
With   a   ribbon   round  his   breast. 

4  They  all  climbed  up  on  a  high  board-fence, 
Nine  little  goblins  with  green-glass  eyes. 


WRITTEN    ENGLISH  63 

LESSON  LXIII 

Jerry  Hall,  he  is  so  small 

A  rat  could  eat  him,  hat  and  all. 


I  WRITTEN  There  is  something  new  here.  The 
word-group  hat  and  all  belongs  with  Jerry  Hall, 
even  tho  it  is  not  closely  attached.  For  that  reason 
there  is  a  comma  before  hat.  Small  means  stingy. 
Write  from  memory,  and  verify. 


Rule  22     Set  off  by  commas  a  descriptive  word- 
group,  unless  it  is  closely  connected. 


II  WRITTEN    Memorize  the  rule  for  today.   Write 
it  from  memory. 


Ill  ORAL  Look  thru  your  readers  for  short  de- 
scriptive word-groups,  not  closely  connected.  Read 
several  of  these  in  class. 


The  man  in  the  moon 

Came   down   too  soon 
And  asked  the  way  to  Norwich;    (nor'rij) 

He  went  by  the  south, 

And  burnt  his  mouth 
With   eating  cold-peas  porridge. 


64  WRITTEN    ENGLISH 

LESSON  LXIV 

Tom,  Tom,  of  Islington, 
Married  a  wife  on  Sunday, 
Brought  her  home  on  Monday, 
Hired  a  house  on  Tuesday, 
Fed  her  well  on  Wednesday, 
Sick  was  she  on  Thursday, 
Dead  was  she  on  Friday; 
Sad  was  Tom  on  Saturday 
To  bury  his  wife  on  Sunday. 


I  WRITTEN  Study  the  story  of  Tom  of  Islington, 
Of  Islington  is  a  descriptive  word-group.  Write 
from  memory,  and  verify. 


II  WRITTEN  Copy  the  following  lines,  and  point 
off  according  to  your  rule,  noting  that  line  4  is 
different  from  the  rest.  What  special  name  was 
given  in  Rule  16  to  the  descriptive  group  in  2? 
Review  the  rule  for  appositives.  Is  an  appositive 
one  sort  of  descriptive  word-group? 


1  Tom  who  was  of  Islington  had  a  sad  story. 

2  Tom  the  man  of  Islington  had  a  sad  story. 

3  Tom  of  Islington  had  a  sad  story. 

4  Tom  Tucker  and  Tom  of  Islington  are  not  the  same  person. 


Ill  ORAL  Look  thru  your  readers  to  find  examples 
of  short  descriptive  word-groups.  Read  several  of 
these  in  class. 


"There  was  a  crooked  man 
And  he  went  a  crooked  mile  J 


WRITTEN    ENGLISH  65 

LESSON  LXV 

There  was  a  crooked  man,  and  he  went  a  crooked 

mile; 
He   caught  a-  crooked  sixpence   against  a   crooked 

stile; 
He  bought  a  crooked  cat,  which  caught  a  crooked 

mouse ; 
And  they  all  lived  together  in  a  little  crooked  house. 

I  WRITTEN  Observe  the  descriptive  group  in  the 
second  couplet.     Write  from  memory,  and  verify. 

II  WRITTEN  Copy  the  following  lines,  and  place 
commas  where  needed: 

1  L  was  a  lily  so  stately  and  sweet. 

2  Tom  the  piper's  son  stole  a  pig. 

3  Jack  Horner  sat  in  a  corner  eating  a  pie. 

4  Girls  who  waste  their  time  miist  make  it  up. 

5  Boys  who  excel  in  pitching  usually  like  baseball. 

III  ORAL  Notice  the  difiference  between  word- 
groups  that  are  purely  descriptive  and  those  which 
are  restrictive  as  well  as  descriptive.  Restrictive 
means  tied  down  or  drawn  together,  A  restrictive 
group  must  never  be  omitted,  while  a  purely  de- 
scriptive group  can  be  omitted  without  injury  to  the 
sense.  Tell  whether  the  word-groups  in  the  follow- 
ing are  restrictive,  and  place  commas  if  needed: 

1  The  dog  that  was  free  ran  away  at  the  call, 

But  the  dog  that  was  tied  stayed  close  by  the  wall. 

2  The  dog  which  was  very  valuable  had  run  away. 


66  WRITTEN    ENGLISH 

LESSON  LXVI 

Birds  of  a  feather  flock  together, 
And  so  will  pigs  and  swine; 

Rats  and  mice  will  have  thei-r  choice, 
And  so  will  I  have  mine. 


I  WRITTEN  Notice  that  of  a  feather  is  closely 
connected  to  birds,  which  it  describes.  This  old 
rime  shows  that  choice  was  once  often  pronounced 
chice.  Swine  is  another  word  for  pigs.  Write  from 
memory,  and  verify. 


II  WRITTEN  This  jingle,  like  many  others,  has 
lines  containing  an  interior  rime.  An  interior  rime 
is  made  in  the  line  itself,  as  feather — together ,  mice 
— choice.  Select  from  the  Additional  Rimes  one 
with  lines  having  a  double  rime  of  this  sort,  and 
copy  and  verify;  or  write  the  rime  of  Lesson  66 
in  eight  lines,  being  careful  about  alinement. 


Ill  ORAL  Select  a  number  of  rimes  which  have 
lines  containing  a  double  rime.  Read  those  you  have 
selected.     In  the  rime  above,  what  does  of  a  feather 


mean 


? 


Peter,  Peter,  pumpkin-eater, 
Had  a  wife,  and  couldn't  keep  her; 
He  put  her  in  a  pumpkin-shell, 
And  there  he  kept  her  very  well. 


WRITTEN    ENGLISH  67 

LESSON  LXVII 

Rockaby,  Baby,  up  in  the  tree-top; 
When  the  wind  blows,  the  cradle  will  rock; 
When  the  bough  breaks,  the  cradle  will  fall; 
Down  will  come  Baby,  bough,  cradle,  and  all. 

I  WRITTEN  Study  the  rime.  Read  the  new  rule. 
Note  the  when-groups  of  words.  Note  also  the 
series  at  the  end.    Write  from  memory,  and  verify. 

Rule  23  Set  of  by  commas  word-groups  of  time 
or  place f  unless  closely  connected. 

Such  groups  are  often  introduced  by  the  words  when,  while, 
as,  as  long  as,  since,  where,  there,  and  so  on.  The  when-grow^ 
in  Lesson  38  is  so  closely  connected  that  a  comma  is  not  really 
needed,  altho  it  is  not  incorrect.  A  comma  at  the  end  of  a  line 
of  verse  is  often  omitted,  because  the  break  in  the  line  serves 
to  mark  the  pause. 

II  WRITTEN  Write  from  memory  the  new  rule 
given  today;  verify. 

III  ORAL  Repeat  any  nonsense  rimes  that  you 
know.  Give  a  good  reason  for  learning  a  number 
of  these.  Is  anything  that  gives  pleasure  useless? 
If  you  do  not  like  nonsense  rimes,  repeat  some  rimes 
that  you  do  like.  Is  it  well  that  we  do  not  all  like 
the  same  things?  Would  life  be  as  pleasant,  if 
we  did? 


68  WRITTEN    ENGLISH 

LESSON  LXVIII 

When  the  wind  is  in  the  east, 
'TIs  good  for  neither  man  nor  beast; 
When  the  wind  Is  In  the  north, 
The  skilful  fisher  goes  not  forth; 
When  the  wind  Is  In  the  south, 
It  blows  the  bait  In  the  fishes'  mouth; 
When  the  wind  Is  In  the  west. 
Then  'tis  at  the  very  best. 

I  WRITTEN  Note  the  form  fishes\  How  'many 
when-groups  are  there?  After  you  are  certain  that 
you  know  the  rime,  write  It  from  memory,  and 
verify. 

II  WRITTEN  Copy  any  weather-proverbs  that  you 
can  find.  Ask  your  teacher  to  tell  you  where  to  find 
these;  or  copy  any  rimes  about  the  weather. 

III  ORAL  Read  In  class  the  rimes  and  proverbs 
that  you  have  found.  Do  you  suppose  that  these 
wise  sayings  grew  out  of  experience?  Explain  what 
the  south  wind  does.  Recite  the  four  couplets  of 
today's  rime. 


Hi,  diddle,  ding,  did  you  hear  the  bells  ring? 
The  Parliament  soldiers  are  gone  to  the  King; 
Some,  they  did  laugh,  and  some,  they  did  cry, 
To  see  the  Parliament  soldiers  pass  by. 


Four-and-twenty  tailors  went  to  kill  a  snail; 
The  best  man  among  them  durst  not  touch  her  tail; 
She  put  our  her  horns  like  a  little  Kyloe  cow; 
Run,  tailors,  run,  or  she'll  kill  you  all  e'en  now! 


.    WRITTEN    ENGLISH  69 

LESSON  LXIX 

My  maid  Mary, 

She  minds  her  dairy, 
While  I  go  hoeing  and  mowing  each  morn; 

Merrily  run  the  reel 

And  the  little   spinning-wheel, 
While  I  am  singing  and  mowing  my  corn. 

I  WRITTEN  Notice  the  while-groups  showing 
time.  Why  is  there  a  comma  after  Mary?  Write 
from  memory,  and  verify. 

II  WRITTEN  Find  another  short  rime  if  you  can, 
which  expresses  the  love  of  out-door  life.  Copy 
it,  and  verify. 

III  ORAL  Repeat  rimes  that  show  the  love  of 
work  or  the  love  of  nature  or  the  love  of  out-door 
life.  If  this  seems  too  hard,  repeat  any  rimes  that 
you  especially  like. 


Three  wise  men  of  Gotham 
Went  to  sea  in  a  bowl; 

If  the  bowl  had  been  stronger, 
My  story  had  been  longer. 


Jack  Spratt  had  a  cat, 
It  had  but  one  ear; 

It  went  to  buy  butter, 
When  butter  was  dear. 


70  WRITTEN    ENGLISH 

LESSON  LXX 

There  was  a  fat  man  of  Bombay, 
Who  was  smoking  one  sunshiny  day, 
When  a  bird,  called  a  snipe, 
Flew  away  w^ith  his  pipe. 
Which  vexed  the  fat  man  of  Bombay. 


I  WRITTEN  Notice  the  when-group  and  the  who- 
group  and  the  which-group.  Note  the  descriptive 
group,  called  a  snipe.  Write  from  memory,  and 
verify. 

II  WRITTEN  Find  another  rime  on  the  same  pat- 
tern as  that  given  today.  Copy  and  verify.  See  if 
you  can  make  an  original  rime  similar  to  this  one. 
This  popular  form  of  verse  is  called  a  limerick. 
You  can  probably  find  several  examples  of  it  in 
the  newspapers. 

III  ORAL  Read  or  recite  in  class  all  the  rimes  you 
have  copied  or  have  written. 


Matthew,  Mark,  Luke,  and  John, 
Bless  the  bed  that  I  lie  on! 
Four   corners   to   my   bed, 
Four    angels    overhead. 
One  to  watch,   one   to   pray, 
And  two  to  bear  my  soul  away. 


WRITTEN    ENGLISH  71 

LESSON  LXXI 

Thirty  days  hath  September, 
April,  June,  and  November; 
All  the  rest  have  thirty-one. 
Excepting  February  alone. 

Which  hath  but  twenty-eight  in  fine, 
Till  leap-year  gives  it  twenty-nine. 

I  WRITTEN  Observe  the  series,  the  hyphens,  and 
the  spelling  of  February.  If  you  pronounce  this 
word  right,  you  will  be  likely  to  spell  it  right.  What 
is  the  descriptive  group  belonging  with  February? 
What  is  the  when-grou^^  and  what  word  introduces 
it?  In  fine  means  in  short.  Write  from  memory, 
and  verify. 

II  WRITTEN  Try  to  make  couplets  about  the 
months,  a  couplet  for  each.  If  this  is  too  hard, 
write  all  the  numbers  below  thirty  that  need  a 
hyphen. 

III  ORAL  Repeat  distinctly  all  the  numbers  below 
one  hundred  that  are  written  with  hyphens,  saying 
twenty-one  to  twenty-nine,  and  so  on.  What  is  the 
only  place  to  use  the  word  and  in  reading  numbers? 
Be  sure  to  decide  this  important  point.  Do  you  not 
see  that  as  we  say  ninety-eight,  ninety-nine,  one  hun- 
dred, we  should  say  one  hundred-one,  one  hundred- 
two,  and  so  on.  This  is  customary  in  the  most 
careful  business  houses. 


72  WRITTEN    ENGLISH 

LESSON  LXXII 

There  was  an  old  woman,  and  nothing  she  had; 
And  so  this  old  woman  was  said  to  be  mad; 
She'd  nothing  to  eat  and  nothing  to  wear; 
She'd  nothing  to  lose  and  nothing  to  fear; 
SheM  nothing  to  ask  and  nothing  to  give; 
And  when  she  did  die,  she'd  nothing  to  leave* 

I  WRITTEN  Notice  the  use  of  V  for  had.  Observe 
the  when-gvowp.  Study  every  line  carefully.  Write 
from  memory,  and  verify. 

II  WRITTEN  Copy  the  following.  Notice  that  in 
these  examples  of  its  use  the  contraction  'd  some- 
times stands  for  should  and  sometimes  for  would. 

1  I'd  gladly  go I  should  gladly  go 

2  We'd  gladly  go We  should  gladly  go 

3  You'd   gladly   go You  would  gladly  go 

4  He'd  gladly  go He  would  gladly  go 

5  They'd  gladly  go They  would  gladly  go 

III  ORAL    Learn  to  repeat  the  following  anecdote : 

An  autograph  collector  In  writing  to  James  Russell  Lowell 
ended  his  Utter  with  the  request,  "I  would  be  much  obliged 
for  your  autograph." 

Lowell  replied: 

Dear  Sir: — Pray  do  not  say  hereafter,  "I  would  be  obliged." 
If  you  would  be  obliged,  be  obliged,  and  be  done  with  it.  Say, 
"I  should  be  obliged,"   and  oblige 

Yours  truly, 

James  Russell  Lowell. 
To   the  teacher:    See  Appendix   note. 


WRITTEN    ENGLISH  73 

LESSON  LXXIII 

There  was  a  little  girl, 

And  she  had  a  little  curl, 
And  it  hung  right  down  on  her  forehead; 

When  she  was  good. 

She,  was  very,  very  good. 
But  when  she  was  bad,  she  was  horrid. 


I  WRITTEN  Notice  the  series  of  two  words  be- 
fore goodj  also  the  two  time-groups.  Can  you  name 
the  five  independent  statements,  one  by  one,  leaving 
out  the  time-groups?    Write  and  verify. 


II  WRITTEN  Copy  and  verify  any  short  rime  that 
you  like,  selecting  it  from  the  Additional  Rimes  of 
this  book. 


Ill  ORAL  Was  the  little  girl  in  today's  rime  very 
much  like  other  boys  and  girls?  Think  about  this, 
and  decide  whether  she  was  very  odd  after  all? 


Blow,  wind,  blow! 

And  go,  mill,  go! 
That  the  miller  may  grind  his  corn; 

That  the  baker  may  take  it. 

And  into  rolls  make  it. 
And  bring  us  some  hot  in  the  morn. 


74  WRITTEN    ENGLISH 

LESSON  LXXIV 

Dance,  little  Baby,  dance  up  high! 
Never  mind.  Baby,  Mother  is  by; 
Crow  and  caper,  caper  and  crow, 
There,  little  Baby,  there  you  go! 
Up  to  the  ceiling,  down  to  the  ground. 
Backward  and  forward,  round  and  round; 
Dance,  little  Baby,  and  Mother  will  sing, 
While  the  merry  bells  go  ting-a-ling-ling. 


I  WRITTEN  Study  the  rime,  and  note  each  point. 
Some  of  these  might  be  changed  a  little,  according 
to  the  way  one  understands  the  meaning.  How 
often  is  the  name  baby  used  in  direct  address?  Note 
the  four  members  of  the  series  beginning  up  to  the 
ceiling.     Write  the  rime  from  memory,  and  verify. 


II  WRITTEN  Write  from  memory  or  copy  from 
a  book  any  other  lullaby  song;  or  write  an  original 
one. 


Ill  ORAL    Read  in  class  the  lullabies  that  you  have 
written  or  have  copied. 


IV  ORAL    Decide  why  mother  and  baby  should  be 
capitalized  in  the  rime  of  today's  lesson. 


WRITTEN    ENGLISH  75 

LESSON  LXXV 

As  I  was  going  to  Saint  Ives, 

I  met  seven  wives; 

Each  wife  had  seven  sacks, 

Each  sack  had  seven  cats, 

Each  cat  had  seven  kits; 

Kits,  cats,  sacks,  and  wives. 

How  many  were  going  to  Saint  Ives? 


I  WRITTEN  Study  the  rime  carefully  and  you  will 
be  able  to  answer  the  question.  Note  the  time- 
group  introduced  by  as  in  the  first  line.  Could  you 
use  when  or  while  instead?  The  comma  after  wives 
is  needed  because  the  subject  of  thought  is  repeated 
in  How  many  (of  these).  Write  the  rime  from 
memory,  and  verify. 

II  WRITTEN  Copy  riddles,  verifying  each.  Write 
an  original  one,  if  possible. 

III  ORAL  Read  in  class  the  riddles  you  have  writ- 
ten, or  give  them  from  memory  for  the  others  to 
guess. 


"Mistress  Mary,  quite  contrary, 
How  does  your  garden  grow?" 
"With   silver   bells   and   cockle   shells 
And  pretty  maids  all  in  a  row." 


76  WRITTEN    ENGLISH 

LESSON  LXXVI 

Little  Johnny  Pringle  had  a  little  pig; 
It  was  very  little,  so  it  was  not  very  big; 
As  it  was  playing  underneath  the  shed, 
In  half  a  minute  poor  piggy  was  dead; 
Johnny  Pringle,  he  sat  down  and  cried; 
Betty  Pringle,  she  lay  down  and  died; 

So  that  was  the  end  of  one,  two,  and  three, 
Johnny   Pringle,    Betty   Pringle,    and   Piggy 
Wiggee. 

I  WRITTEN  This  is  a  rime  that  will  need  much 
study  if  you  are  not  to  make  a  mistake.  We  have 
another  time-group  introduced  by  as.  What  two 
commas  are  used  because  the  subject  of  thought  is 
repeated?     Write  and  verify. 

II  WRITTEN  Write  a  short  story  of  some  pet 
you  have  had. 

III  ORAL  What  three  names  are  used  in  a  series 
and 'at  the  same  time  in  apposition?  Would  either 
the  rule  for  series  or  the  rule  for  appositives  apply? 
Review  these  two  rules. 


"Barber,  barber,  shave  a  pig. 
How  many  hairs  will  make  a  wig?" 

"Four-and-twenty,  that's  enough, 
Give  the  poor  barber  a  pinch  of  snuff." 


WRITTEN    ENGLISH  77 

LESSON  LXXVII 

If  wishes  were  horses, 

Beggars  might  ride; 
If  turnips  were  watches, 

rd  wear  one  by  my  side. 

I  WRITTEN  Study  the  rime.  Read  the  rule  for 
today.     Write  from  memory,  and  verify. 

Rule  24  Set  of  by  commas  a  word-group  express- 
ing a  condition. 

Such  groups  are  generally  introduced  by  if,  tho,  altho,  pro- 
vided that,  and  so  on. 

II  WRITTEN  Copy  the  following  rime,  or  write 
it  from  memory;  verify. 

If  ifs  and  ands 
Were  pots  and  pans, 
There'd  be  no  need  for  tinkers*  hands. 

III  ORAL  What  was  the  condition  upon  which  all 
beggars  might  ride?  What  was  the  condition  upon 
which  the  speaker  in  the  rime  might  wear  a  watch 
by  his  side?  What  was  the  condition  upon  which 
tinkers'  hands  would  not  be  needed?  The  Fd  in  the 
first  rime  stands  for  /  should.  The  there'd  in  the 
second  rime  stands  for  there  would.  Discuss  this 
matter  with  your  teacher  in  class.  Get  into  the 
habit  of  saying  /  shall  and  /  should  to  express  your 
expectations. 

To  the  teacher:    See  Appendix  note. 


78  WRITTEN    ENGLISH 

LESSON  LXXVIII 

If  all  the  world  were  apple-pie, 

And  all  the  seas  were  ink, 
And  all  the  trees  were  bread  and  cheese. 

What  should  we  have  for  drink? 

I  WRITTEN  Observe  that  the  second  and  the  third 
lines  have  if  understood.  Note  the  use  of  should 
with  we.     Write  from  memory,  and  verify. 

II  WRITTEN  Write  the  rule  for  word-groups 
which  show  a  condition. 

III  ORAL  Commit  to  memory  the  following  rime, 
and  notice  that  you  find  in  it  the  same  form  that  is 
used  in  the  rime  above : 

O  that  I  were  where  I  would  be! 

Then  should  I  be  where  I  am  not; 
But  where  I  am,  there  I  must  be; 

And  where  I  would  be,  I  can  not. 

In  expressions  like  **If  I  were  a  bird,''  and  *^I 
wish  I  were  there,''  something  contrary  to  fact  is 
implied.  If  you  do  not  understand  this,  you  can  at 
least  learn  to  use  the  better  forms.  Where  I  would 
be  means  where  I  wish  I  were. 


As  the  day  lengthens, 
So  the  cold  strengthens. 


WRITTEN    ENGLISH  79 

LESSON  LXXIX 

Peter  Piper  picked  a  peck  of  pickled  peppers; 
A  peck  of  pickled  peppers  Peter  Piper  picked; 
If  Peter  Piper  picked  a  peck  of  pickled  peppers, 
Where  is  the  peck  of  pickled  peppers  Peter  Piper 
picked? 


I  WRITTEN  Study  this  odd  rime  till  you  know- 
it  perfectly.  Be  sure  you  can  spell  pickled.  Write 
and  verify. 


II  WRITTEN  Find  another  alliterative  rime  simi- 
lar to  the  above  and  copy  it.  An  alliterative  rime 
uses  the  same  initial  letter  or  sound.  Or  try  to  make 
a  couplet  using  the  same  initial  sounds  as  often  as 
possible. 


Ill  ORAL     Repeat  alliterative  rimes  or  read  them, 
or  read  those  you  have  made. 


IV  ORAL  Repeat  the  Peter  Piper  rime.  Do  this 
very  slowly  and  distinctly.  Rimes  of  this  sort  have 
very  great  value  as  drill  for  distinctness  in  speaking. 


"Pussy-cat,  pussy-cat,  where  have  you  been?" 
"I've  been  up  to  London  to  look  at  the  Queen." 
"Pussy-cat,  pussy-cat,  v^hat  did  you  there?" 
"I  frightened  a  little  mouse  under  her  chair." 


80  WRITTEN    ENGLISH 

LESSON  LXXX 

Hot  cross-buns,  hot  cross-buns  1 
One  a  penny,  two  a  penny. 

Hot  cross-buns! 
If  ye  have  no  daughters, 
Give  them  to  your  sons! 
One  a  penny,  two  a  penny, 

Hot  cross-buns! 


I  WRITTEN  Study  this  street-cry.  Cross-buns 
were  marked  with  a  cross  and  were  sold  for  use  on 
Good  Friday  and  Easter  Sunday.  Note  the  old 
form  ye  for  you.     Write  from  memory,  and  verify. 


II  WRITTEN  Make  up  a  street-cry  for  selling  some 
article  of  food.  Let  this  be  in  verse  if  possible. 
If  this  is  too  hard,  look  thru  your  readers  and,  if 
you  find  anything  of  this  sort,  copy  it  and  bring  to 
class. 


Ill  ORAL  Have  you  heard  the  drivers  of  fruit- 
carts  crying  their  wares  thru  the  streets  of  the  city? 
If  so,  can  you  repeat  some  of  the  cries?  Try  to 
invent  a  new  one.  Good  subjects  are  straw-Vr-ees^ 
ba-nan-as^  sweet  on^ions,  and  so  on.  The  best  cries 
end  with  an  accented  syllable  that  can  be  prolonged. 
Try  to  give  the  rime  in  today's  lesson  as  a  man  on 
the  street  would  give  it. 


WRITTEN    ENGLISH  81 

LESSON  LXXXI 

As  I  was  going  up  PIppen  Hill, 

Pippen  Hill  was  dirty; 
There  I  met  a  pretty  miss, 

And  she  dropped  me  a  curtsy. 
Little  Miss,  pretty  Miss, 

Blessings  light  upon  you  I 
If  I  had  half-a-crown  a  day, 

rd  spend  it  all  upon  you. 

I  WRITTEN  Observe  the  ^^-group  showing  time, 
and  the  i/-group  naming  a  condition.  Notice  that 
miss  has  a  capital  only  when  used  with  the  name  or 
in  place  of  the  name.  Notice  the  exclamation  point 
after  the  wish,  and  the  hyphens  in  half-a-crown 
Write  from  memory,  and  verify. 


II  WRITTEN     Write  the  rime  of  yesterday  from 
memory,  and  verify. 

III  ORAL      Repeat    alliterative    rimes,    including 
Peter  Piper. 


Lady-bird,  lady-bird,  fly  away  home! 
Thy  house  is  on  fire,  thy  children  all  gone- 
All  but  one,  and  her  name  is  Ann, 
And  she  crept  under  the  pudding-pan. 


82  WRITTEN    ENGLISH 

LESSON  LXXXII 

Little  Boy  Blue,  come  blow  me  your  horn  I 
The  sheep's  in  the  meadow,  the  cow's  in  the  corn ! 
Where's  the  little  boy  that  looks  after  the  sheep? 
He's  under  the  haycock,  fast  asleep. 
Shall  I  go  wake  him?    Oh,  no,  not  I; 
For  if  I  wake  him,  he'll  certainly  cry. 

I  WRITTEN  Study  the  rime  with  great  care. 
Come  blow  and  ffo  wake  are  old  forms  of  speech. 
These  idioms,  as  we  call  them,  are  also  written  come 
and  blow  and  go  and  wake. 

Observe  that  the  apostrophe  with  s  is  used  four 
times,  and  the  apostrophe  with  //  once.  Notice  the 
restrictive  group  after  boy,  the  //-group,  and  the 
descriptive  group  after  haycock. 

Observe  that  the  word  no  is  pointed  off  like  an 
interjection,  which  it  closely  resembles.  Write  from 
memory,  and  verify. 

II  ORAL     Read  in  Lesson  99  the  rime  beginning 

I  had  a  little  hen,  the  prettiest  ever  seen — 

How  many  times  in  this  rime  is  me  used  as  it  is  in 
Little  Boy  Blue? 

III  ORAL  What  does  blow  me  mean?  It  is  more 
common  to  say  play  me  or  make  me  than  to  say 
play  for  me  or  make  for  me.     Discuss  this. 

IV  ORAL  Repeat  in  turn  the  rules  for  caps  and 
points  as  they  apply  in  the  rime  of  Little  Boy  Blue. 

To  the  teacher:    See  Appendix  note. 


WRITTEN    ENGLISH  83 

LESSON  LXXXIII 

See-saw,  Margery  Daw, 

Jenny  shall  have  a  new  master; 

She  shall  have  but  a  penny  a  day, 
Because  she  can't  work  any  faster. 


I  WRITTEN  Observe  the  comma  before  the 
because-group  in  the  last  line.  Read  the  new  rule 
for  this  use.  But,  as  used  here,  means  only.  Write 
from  memory,  and  verify. 

Rule  25  Set  of  by  commas  a  word-group' show- 
ing cause  or  reason. 

Such  groups  are  generally  introduced  by  because  or  by  a 
similar  word. 

II  WRITTEN  Write  what  you  consider  the  hardest 
rule  to  remember. 

III  ORAL  Do  you  think  one  who  pays  for  work 
should  take  into  account  the  skill  of  the  worker? 
Is  this  always  done?  Does  the  best  workman  usually 
get  the  best  wages?  Is  the  best  worker  often  the 
fastest  worker,  too? 


Three  blind  mice,  three  blind  mice! 
See  how  they  run!     See  how  they  run! 
They  all  ran  after  the  farmer's  wife; 
She  cut  oflE  their  tails  with  a  carving-knife; 
Did  you  ever  see  such  a  sight  in  your  life 
As  three  blind  mice? 


84  WRITTEN    ENGLISH 

LESSON  LXXXIV 

Poor  Dog  Bright 

Ran  off  with  all  his  might, 

Because  the  cat  was  after  him; 
Poor  Dog  Bright! 
Poor  Cat  Fright 
Ran  off  with  all  her  might, 

Because  the  dog  was  after  her; 
Poor  Cat  Fright! 


I  WRITTEN     Observe  the  because-groups.     Write 
the  rime  from  memory;  verify. 


II  WRITTEN  Tell  in  about  three  sentences  why 
Dog  Bright  and  Cat  Fright  were  both  foolish.  Do 
we  often  suffer  more  from  things  we  imagine  than 
from  real  dangers? 


Ill  ORAL  Give  the  best  name  you  can  think  of 
for  a  dog;  for  a  cat.  Repeat  any  cat  or  dog  rimes 
that  you  know,  or  tell  a  cat  or  a  dog  story. 


I  am  walking  out  so  early 
To  see  my  great-aunt  Jane; 

rU  walk  a  mile,   and  talk  a  while, 
And  then  come  home  again. 


*7  am  walking  out  so  early — 


WRITTEN    ENGLISH  85 

LESSON  LXXXV 


For  want  of  a  nail,  the  shoe  was  lost; 
For  want  of  the  shoe,  the  horse  was  lost; 
For  want  of  the  horse,  the  rider  was  lost; 
For  want  of  the  rider,  the  battle  was  lost; 
For  want  of  the  battle,  the  kingdom  was  lost. 
And  all  for  want  of  a  horseshoe  nail  I 


I  WRITTEN  For  want  of  means  because  there  was 
want  or  lack  of.  Write  the  rime  from  memory,  and 
verify. 


II  WRITTEN     Write  a  few  sentences,  telling  how 
very  important  some  little  thing  may  be. 


Ill    ORAL      Repeat    stories,    original    if    possible, 
which  illustrate  the  importance  of  little  things. 


When  I  was  a  bachelor,  I  lived  by  myself, 

And  all  the  bread  and  cheese  I  got  I  put  upon  the  shelf; 

The  rats  and  the  mice,  they  led  me  such  a  life, 

I  was  forced  to  go  to  London  to  get  myself  a  wife. 

The  roads  were  so  bad,  and  the  lanes  were  so  narrow, 
I  had  to  bring  my  wife  home  in  a  wheelbarrow; 
The  wheelbarrow  broke,  and  my  wife  had  a  fall, 
Down  came  the  wheelbarrow,  little  wife,  and  all. 


86  WRITTEN    ENGLISH 

LESSON  LXXXVI 

Great  A,  little  a, 

Bouncing  B, 
The  cat's  In  the  cupboard, 

And  she  can't  see. 


I  WRITTEN  This  rime  Is  easy,  but  It  contains 
something  which  it  is  Important  to  remember.  For 
your  convenience.  Rule  14  Is  given  once  more, 
because  It  Is  very  Important.  This  rule  will  be 
Illustrated  In  a  number  of  the  following  lessons. 
Today  you  see  the  word  and  used  to  join  Inde- 
pendent statements.  Write  the  rime  from  memory, 
and  verify. 

Rule  14  Independent  statements  not  complete  in 
themselves  are  separated  by  commas  or  less  often 
by  semicolons. 

Such  statements  are  usually  joined  by  the  words  and,  or, 
nor,  for,  but,  yet,  so,  or  similar  words. 

II  WRITTEN  Write  once  more  the  rime  In  Les- 
son S3.  How  many  Independent  statements  here 
are  joined  by  the  word  andf 

III  ORAL  Give  the  rules  for  ( 1 )  the  apostrophes 
In  cat^s  and  can^t;  (2)  for  the  commas  after  A,  a, 
and  B. 


WRITTEN    ENGLISH  87 

LESSON  LXXXVII 

Bat,  bat,  come  under  my  hat, 

And  ril  give  you  a  slice  of  bacon; 

And  when  I  bake,  FU  give  you  a  cake. 
If  I  am  not  mistaken. 


I  WRITTEN  Study  this  rime.  The  word  and  is 
used  twice  to  connect  independent  statements.  You 
have  a  when-grou^  and  an  i/-group.  The  contrac- 
tion ril  is  used  twice.  Write  from  memory,  and 
verify. 


II  WRITTEN     Write   from  memory  the  rule   for 
the  commas  after  bat. 


Ill  ORAL  Tell  all  you  know  or  can  find  out  about 
bats.  Is  the  bat  a  bird?  At  what  hour  of  the  day 
and  at  what  season  of  the  year  is  one  likely  to  see 
bats?  On  what  do  bats  feed?  Are  you  more  likely 
to  see  them  in  the  country  or  the  city?  One  of  the 
Mother  Goose  rimes  says  of  a  bat: 

Tell  me  if  you're  bird  or  mouse? 

Do  you  know  why  this  question  might  very  well 
be  asked? 


See,  saw,  sacaradown, 
Which  is  the  way  to  London  town? 
One  foot  up,  the  other  foot  down, 
And  that  is  the  way  to  London  town. 


88  WRITTEN    ENGLISH 

LESSON  LXXXVIII 

In  marble  halls  as  white  as  milk, 
Lined  with  a  skin  as  soft  as  silk, 
Within  a  fountain  crystal-clear, 
A  golden  apple  doth  appear; 

No  doors  there  are  to  this  stronghold, 
Yet  thieves  break  in  and  steal  the  gold. 

I  WRITTEN  If  you  remember  the  rime  of  Humpty 
Dumpty,  you  will  be  able  to  tell  the  answer  to  this 
riddle.  You  have  here  first  a  series  of  three  des- 
criptive word-groups,  each  a  line  in  length.  In  the 
last  line  you  have  the  word  yet  joining  two  inde- 
pendent statements.  What  does  the  word  crystal- 
clear  mean?  The  first  sentence  ends  with  appear ^ 
and  has  one  statement.  The  second  sentence  has 
two  independent  statements,  one  in  each  of  the  two 
last  lines.     Write  from  memory;  verify. 

II  WRITTEN  Write  an  original  riddle,  or  copy 
one  and  verify. 

III  ORAL  Recite  all  the  riddles  you  have  written 
or  have  copied  or  can  remember. 

To   the  teacher:    See  Appendix  note. 


Georgie-porgie,   pudding  and  pie, 
Kissed  the  girls,  and  made  them  cry; 
When  the  girls  went  out  to  play, 
Georgie-porgie  ran  away. 


WRITTEN    ENGLISH  89 

LESSON  LXXXIX 

ril  sing  you  a  song, 

Tho  not  very  long, 
Yet  I  think  it  as  pretty  as  any; 

Put  your  hand  in  your  purse, 

You'll  never  be  worse, 
And  give  the  poor  singer  a  penny. 


I  WRITTEN  Study  the  make-up  of  this  rime. 
What  does  a  tho-group  show?  What  words  intro- 
duce the  independent  statements  of  the  third  and 
the  sixth  lines?    Write  from  memory,  and  verify. 

II  WRITTEN  Try  to  make  an  original  rime  on  the 
pattern  of  the  one  giv^  today  or  on  any  other 
pattern.  If  this  is  too  hard,  copy  a  new  rime,  and 
verify. 

III  ORAL  Read  your  rimes  in  class,  or  recite 
new  ones. 


There  was  a  man,  and  he  had  naught, 
And  robbers  came  to  rob  him; 

He  crept  up  to  the  chimney-pot, 
And  then  they  thought  they  had  him. 

But  he  got  down  on  t'other  side, 
And  then  they  could  not  find  him. 

He  ran  fourteen  miles  in  fifteen  days. 
And  never  looked  behind  him. 


90  WRITTEN    ENGLISH 

LESSON  XC 

Old  Mistress  MacShuttle 

Lived  in  a  coal-scuttle 
Along  with  her  dog  and  her  cat; 

What  they  ate  I  can't  tell, 

But  'tis  known  very  well 
That  none  of  the  party  was  fat. 


I  WRITTEN  Surnames  beginning  with  Mc  or  Mac 
usually  capitalize  the  second  part.  Mac  means 
son  of.  Here  you  have  the  word  but  joining  the 
independent  statements.  The  first  sentence  ends  with 
cat.     Write  from  memory,  and  verify. 


II  WRITTEN  Make  a  list  of  the  surnames  begin- 
ning with  Mc  or  Mac  that  occur  in  your  own  school 
or  neighborhood.  Be  careful  to  spell  these  names 
as  their  owners  do.  If  you  find  no  Scottish  names 
with  Mc,  look  thru  your  readers  or  the  news- 
papers and  magazines  for  examples,  or  ask  your 
parents  to  tell  you  those  they  know. 


Ill  ORAL  Discuss  the  names  you  have  collected. 
Can  you  tell  the  meaning  of  several  of  these?  What 
do  you  write  today  instead  of  Mistress?  How  do 
you  write  the  abbreviation?  Do  you  place  a  period 
after  it?  Do  you  think  it  is  desirable  to  use  certain 
abbreviations?       Discuss    this. 


WRITTEN    ENGLISH  91 

LESSON  XCI 

For  every  evil  under  the  sun 
There  is  a  remedy,  or  there  is  none; 
If  there  be  one,  try  and  find  it; 
If  there  be  none,  never  mind  it. 


I  WRITTEN  Here  you  have  the  word  or  joining 
independent  statements.  Note  also  the  two  if- 
groups,  each  naming  a  condition.  Notice  the  idiom 
try  and  find.  An  idiom  is  any  peculiarity  of  word- 
usage  sanctioned  by  custom.  Write  from  memory, 
and  verify. 


II  WRITTEN  Copy  and  verify  the  following  folk- 
lore riddle.  If  you  can  not  guess  the  answer,  look 
it  up  in  the  Appendix. 

My  mother  sent  me  over  to  your  mother 

To  borrow  the  whimble-bow,  whamble-bow, 

Four-legged,  iron-bow, 

Lilligy,   lallagy,   sickity,   sackity. 

Dimity,  damity  whirligig. 

III  ORAL  Discuss  various  methods  of  butter- 
making.  Describe  any  process  that  you  know.  Can 
you  make  butter  with  an  ordinary  egg-beater  in  a 
bowl?    Did  you  ever  try  this? 

To  the  teacher:    See  Appendix  note  on  Lesson  77. 


92  WRITTEN    ENGLISH 

LESSON  XCII 

Cock-a-doodle-doo ! 
My  dame  has  lost  a  shoe; 
My  master's  lost  his  fiddling-stick, 
And  don't  know  what  to  do. 

I  WRITTEN  You  have  something  new  today.  The 
last  line  contains  what  is  called  a  contracted  state- 
ment, because  it  has  been  shortened  or  contracted 
by  leaving  out  something.  What  word  would  make 
the  whole  complete?  Point  off  contracted  state- 
ments just  as  if  they  were  given  in  full.  Notice  how 
the  interjection  is  written.  What  does  the  's  stand 
for  in  this  rime?     Write  and  verify. 

Rule  26  Point  of  a  contracted  statement  as  if  it 
were  given  in  full, 

II  WRITTEN  Copy  the  following  lines,  and  ob- 
serve that  the  punctuation  is  the  same  in  both 
cases: 

1  The  cat's  in  the  cupboard, 
And  she  can't  see. 

2  The  cat's  in  the  cupboard, 
And  can't  see  me. 

III  ORAL  What  is  the  modern  name  for  a  fiddling- 
stick  or  a  fiddle-stick?  Do  you  know  a  song  which 
says,  **Hang  up  the  fiddle  and  the  bow''?  What  is 
the  name  of  the  song? 

IV  ORAL  What  is  don^t  a  contraction  of?  It  was 
once  more  common  to  say  he  do  than  he  does,  and 
he  don^t  is  an  older  form  than  he  doesn^t,  altho 
either    form    is    perfectly   correct. 

To  the  teacher:    See  Appendix  note. 


WRITTEN    ENGLISH  93 

LESSON  XCIII 

Bless  you,  bless  you,  burnie-bee  I 
Say,  when  will  your  wedding  be? 
If  it  be  tomorrow  day, 
Take  your  wings,  and  fly  away. 

II  WRITTEN  Observe  the  i/-group.  Burnie-bee 
is  a  name  given  in  the  north  of  England  to  the  lady- 
bird, or  lady-bug.  You  have  had  a  rime  like  this 
before.  Which  rime'^llould  you  repeat  if  you  were 
the  child  who  is  speaking?     Write  and  verify. 

II  WRITTEN  Recall  another  folk-lore  rime  of  a 
past  lesson  that  tells  something  to  fly  away.  Write 
this  from  memory,  or  review  it,  and  then  write. 

III  ORAL  Is  say  a  suitable  interjection,  if  it  is  not 
used  too  often?  Did  the  little  girl  use  it  too  often 
when  she  said,  "Say,  mother,  I  don't  say  say,  do 
I,  say?''  Do  you  know  a  song  beginning  "Oh,  say, 
can  you  see.  .  .  ?"     What  is  the  name  of  the  song? 

IV  ORAL  In  the  following  sentences,  where  you 
find  contracted  statements,  put  the  comma  in  the 
proper  place : 

1  Take  your  heavy  sweater  and  your  warmest  furs. 

2  Take  your  sweater  and  start  early. 

3  The  man  has  lost  his  fiddle  and  his  best  bow. 

4  The  man  lost  his  fiddle  and  don't  know  where. 

5  The  mother  found  the  girl  and  the  burned  dress. 

6  The  mother  found  the  little  girl  and  punished  her. 

To   the  teacher:    See  Appendix  note. 


94  WRITTEN    ENGLISH 

LESSON  XCIV 

Little  Miss  Muffet, 

She  sat  on  a  tuffet, 
Eating  of  curds  and  whey; 

There  came  a  big  spider, 

And  sat  down  beside  her, 
Which  frightened  Miss  Muffet  away. 


I  WRITTEN  Does  this  rime  mean  that  it  was  the 
spider,  or  his  sitting  down  beside  her,  that  fright- 
ened Miss  Muffet  away?  Why  is  there  a  comma 
at  the  end  of  the  first  line?  A  tuffet  is  a  little  hill 
or  mound.     Write  from  memory,  and  verify. 

II  WRITTEN  Copy  the  following,  and  tell  why 
you  do  or  do  not  use  commas.  In  2,  might  commas 
be  used  or  not,  according  to  the  sense? 

1  The  girl  who  is  smiling  is  my  sister,  and  the  one  who  looks 
cross  is  my  cousin. 

2  The  girl  who  was  all  smiles  before  began  to  look  serious. 

III  ORAL  Read  or  repeat  all  the  rimes  that  you 
have  had  on  the  sante  pattern  as  Miss  Muffet.  Try 
to  make  an  original  jingle  on  thit  pattern.  If  you 
succeed,  read  your  rimes  in  class. 


Goosey,  goosey,  gander,  whither  shall  I  wander? 
Up-stairs  and  down-stairs  and  in  my  lady's  chamber? 
There  I  met  an  old  man,  who  would  not  say  his  prayers; 
I  took  him  by  the  left  leg,  and  threw  him  down  the  stairs. 


WRITTEN    ENGLISH  95 

LESSON  XCV 

Elizabeth,  Elspeth,  Betsey,  and  Bess, 
They  all  went  together  to  seek  a  bird's  nest; 
They  found  a  nest  with  five  eggs  In  It, 
They  each  took  on^and  left  four  In  it. 


I  WRITTEN  Study  the  rime.  If  we  left  out  the 
first  they,  we  should  not  need  the  comma  after  Bess. 
Write  from  memory,  and  verify. 

II  WRITTEN  Write  the  meaning  of  your  first,  of 
your  second,  and  of  your  last  name.  You  can  prob- 
ably find  out  the  meaning  by  inquiry,  or  from  the 
dictionary. 

III  ORAL  How  many  girls  went  to  the  nest? 
What  was  Mother  Goose's  first  name?  This  rime 
is  sometimes  written  with  Eliza  instead  of  Elspeth 
as  the  second  name.  Do  you  know  any  more  nick- 
names for  Elizabeth?  Find  all  you  can.  What 
word  would  fill  out  the  contracted  statement  In  the 
last  line?    * 

To  the  teacher:    See  Appendix  note  on  Lesson  /7. 


Hark,  hark, 

The  dogs  do  bark! 
The  beggars  are  coming  to  town; 

Some   in   rags, 

Some  in  jags, 
And  some  in  velvet  gown. 


96  WRITTEN    ENGLISH 

LESSON  XCVI 

Little  Polly  Flinders 

Sat  among  the  cinders, 
Warming  her  pretty  little  toes; 

Her  mother  came  and  caught  her, 

And  whipped  her  little  daughter 
For  spoiling  her  nice  new  clothes. 


I  WRITTEN  What  is  left  out  in  the  contracted 
statement  of  the  last  two  lines?  What  descriptive 
group  applies  to  Polly?     Write  and  verify. 

II  WRITTEN  Copy  the  following  contracted  state- 
ments, and  add  one  word  to  each  so  as  to  make  it 
a  complete  statement: 


1  Jenny,  she  got  well,  and  stood  upon  her  feet. 

2  Robin  flew  to  Jenny  Wren's  house,  and  sang  a  roundelay. 

3  Jenny  blushed  behind  her  fan,  and  thus  declared  her  mind. 

4  Buff  neither  laughs  nor  smiles, 

But  carries  his  face  with  a  very  good  grace. 

Ill  ORAL  Look  in  your  readers  for  short  examples 
of  contracted  statements.  It  need  not  discourage 
you  if  you  make  some  mistakes  before  you  fully 
understand  this.  Select  several  examples  to  read 
in  class. 


I  sing,  I  sing  from  morn  till  night; 

From  cares  I'm  free,  and  my  heart  is  light. 


WRITTEN    ENGLISH  97 

LESSON  XCVII 

The  Queen  of  Hearts, 

She  made  some  tarts 
All  on  a  summer's  day; 

The  Knave  of  Hearts, 

He  stole  those  tarts, 
And  with  them  ran  away. 

The  King  of  Hearts 

Called  for  the  tarts, 
And  beat  the  Knave  full  sore; 

The  Knave  of  Hearts 

Brought  back  the  tarts. 
And  vowed  he'd  steal  no  more. 


I  WRITTEN  Notice  the  two  commas  which  mark 
the  repetition  for  emphasis  of  a  subject  of  thought. 
Note  the  contracted  statement  in  the  last  line  of  each 
stanza  and  in  the  third  line  of  the  second  stanza. 
What  word  will  complete  every  contracted  state- 
ment?    Copy  and  verify. 


II  WRITTEN  Write  the  rule  for  the  commas  at 
the  end  of  the  first  and  the  fourth  lines;  for  the 
commas  at  the  end  of  the  fifth,  eighth,  and  eleventh 
lines. 


Ill  ORAL     Repeat  rimes  or  riddles. 


98  WRITTEN    ENGLISH 

LESSON  XCVIII 

Sing  a  song  of  sixpence,  a  pocketful  of  rye, 
Four-and-twenty  blackbirds,  baked  in  a  pie ; 
When  the  pie  was  opened,  the  birds  began  to  sing; 
Was  not  that  a  dainty  dish  to  set  before  the  King? 

The  King  was  in  his  counting-house,  counting  out 

his  money; 
The  Queen  was   in  the  parlor,   eating  bread  and 

honey; 
The  maid  was  in  the  garden,  hanging  out  the  clothes ; 
By  came  a  blackbird,  and  snapt  off  her  nose. 

I  WRITTEN  Point  out  the  series  of  three  things 
to  be  sung  about.  Name  four  descriptive  groups, 
each  set  off  by  a  comma.  Point  out  the  time-group. 
Notice  that  full  always  becomes  ful  when  added  to 
another  word.  Note  the  hyphens.  What  is  the 
contracted  statement  in  the  last  line?  What  word 
would  make  it  a  full  statement?  Write  from 
memory,  and  verify. 

II  WRITTEN  Write  full  compounded  with  care, 
hope,  fear,  wonder,  cheer,  spoon,  cup,  watch,  and 
sorrow.  When  skill  and  full  are  compounded,  how 
many  Vs  do  you  throw  away?  Write  several  other 
words  of  which  full  has  become  a  part. 

III  ORAL  Repeat  all  the  rules  which  apply  to  the 
pointing  off  or  to  the  capitals  of  the  rime  today. 
There  are  ten  in  all.     Repeat  the  rime  itself. 


WRITTEN    ENGLISH  99 

LESSON  XCIX 

I  had  a  little  hen,  the  prettiest  ever  seen, 
She  washed  me  the  dishes,  and  swept  the  house  clean; 
She  went  to  the  mill  to  fetch  me  some  flour. 
She  brought  it  me  home  in  less  than  an  hour; 
She  baked  me  my  bread,  she  brewed  me  my  ale, 
She  sat  by  the  fire,  and  told  many  a  fine  tale. 

I  WRITTEN  Study  the  rime  with  great  care. 
How  many  words  in  the  appositive?  Point  out  five 
me^s  which  were  common  once  but  which  are  little 
used  today.  Write  from  memory,  and  verify.  If 
you  have  made  even  one  mistake,  try  again. 

II  WRITTEN  Try  to  make  an  original  jingle  of 
four  or  six  lines.  If  you  succeed,  study  your  work 
to  see  that  it  is  in  proper  form.  You  may  write 
in  couplets,  or  may  use  any  model  that  you  like. 
If  this  is  too  hard,  write  three  sentences  telling 
about  something  you  like  to  do. 

III  ORAL  Read  aloud  in  class  the  results  of  your 
original  work.  Name  the  two  contracted  statements 
in  the  rime  of  today.  What  word  is  needed  to  com- 
plete these?  Can  you  point  out  other  independent 
statements?     Do  you  find  nine  in  all? 


There  dwelt  an  old  woman  at  Exeter;    (ex'ter) 
When   visitors   came,   it   sore   vexed   her; 

So  for  fear  they  should  eat, 

She  locked  up  all  her  meat. 
This   stingy   old   woman   of   Exeter. 


100  WRITTEN    ENGLISH 

LESSON  C 

Taffy  was  a  Welshman,  Taffy  was  a  thief, 
Taffy  came  to  my  house,  and  stole  a  piece  of  beef; 
I  went  to  Taffy's  house,  Taffy  was  not  home; 
Taffy  came  to  my  house,  and  stole  a  marrow-bone ; 
I  went  to  Taffy's  house,  Taffy  was  In  bed, 
I  took  the  marrow-bone,  and  beat  him  on  the 
head. 


I  WRITTEN  How  many  contracted  statements  do 
you  see  in  this  rime?  Do  you  see  nine  full  state- 
ments as  well  as  the  three  contracted  ones?  After 
selecting  the  three,  decide  what  word  will  complete 
each  of  the  two  first  statements,  and  what  word  will 
complete  the  third  statement.  Write  from  memory, 
and  verify. 


II  WRITTEN  Write  a  full  story  of  Taffy's  doings, 
and  see  whether  you  can  make  it  as  short  as  the 
rime. 


Ill  ORAL  A  bone  containing  marrow  is  often  used 
for  making  soup,  and  perhaps  this  was  what  Taffy 
stole.  Repeat  the  rime,  and  repeat  any  other  rimes 
that  you  know,  which  have  not  been  given  in  class. 


Cloud,   cloud,  don't  stay  today, 

But  spread  your  wings,  and  fly  away. 


WRITTEN    ENGLISH  101 

LESSON  CI 

Ding,  dong,  bell, 

Pussy's  in  the  well  I 

Who  put  her  In? 

Little  Tommy  Green; 

Who  pulled  her  out? 

Big  John  Stout; 
What  a  naughty  boy  was  that 
To  try  and  drown  poor  pussy-cat, 
Who  never  did  him  any  harm, 
But  killed  the  mice  in  his  father's  barn  I 


I  WRITTEN  Notice  the  contraction  pussy^s  for 
pussy  is.  Does  the  form  pussy^s  sometimes  show 
possession?  The  two  last  lines  form  a  descriptive 
group  belonging  with  pussy-cat.  This  group  con- 
tains two  statements,  one  of  which  is  contracted. 
What  word  must  be  supplied,  that  the  statement  may 
be  given  in  full?    Write  from  memory,  and  verify. 

II  WRITTEN  Can  you  think  of  any  excuse  for  little 
Tommy  Green?  If  so,  tell  in  a  few  sentences  what 
it  is. 

III  ORAL  With  the  help  of  pictures,  discuss  new- 
fashioned  and  old-fashioned  wells.  Is  an  old  well, 
if  uncovered,  dangerous  to  safety,  and  why? 


Mama's  a  lady,   and  that's  very  clear; 
Hush-a-by,  Baby!    Daddy  is  near. 


,     XQ2.  -  WRITTEN    ENGLISH 

LESSON  CII 


The  Lion  and  the  Unicorn  were  fighting  for   the 

crown ; 
The  Lion  beat  the  Unicorn  all  about  the  town; 
Some    gave    them    white    bread,    some    gave    them 

brown, 

Some  gave  them  plum-cake,  and  sent  them  out  of 
town. 


I  WRITTEN  You  have  here  six  statements,  one 
of  them  contracted.  What  Is  needed  to  make  the 
sixth  statement  complete?  Do  you  see  that  the 
comma  Is  used  just  the  same  as  when  the  full  form 
IS  given?  The  word  unicorn  means  one  horn. 
Write  from  memory,  and  verify. 

II  WRITTEN  Write  the  rime  of  Lesson  98  In  two 
stanzas  of  eight  lines  each,  making  the  necessary 
changes  as  to  caps  and  allnement.  Lion  and  Uni- 
corn are  capitalized  because  they  are  the  main  actors 
in  the  story. 

III  ORAL  Look  thru  your  readers  for  examples 
of  contracted  statements.  Read  half-a-dozen  of 
these  in  class. 


Jack,  be  nimble!     Jack,  be  quick! 
Jack,  jump  over  the  candlestick  I 


WRITTEN    ENGLISH  103 

LESSON  cm 

I  love  little  pussy,  her  coat  is  so  warm, 
And  if  I  don't  hurt  her,  she'll  do  me  no  harm; 
So  rU  not  pull  her  tail,  nor  drive  her  away. 
But  pussy  and  I  very  gently  will  play. 


I  WRITTEN  Do  you  see  seven  statements  here? 
Can  you  pick  out  one  contracted  statement  and 
supply  the  words  needed  to  make  it  complete  ?  You 
have  the  words  so,  nor,  and  but  used  to  join  inde- 
pendent statements.  Remember  that  nor  is  the  same 
as  and,  .  ,not.  If  you  do  not  say  and  not,  you  will 
have  to  change  the  words  to  nor  will  I  drive  her 
away.     Write  from  memory,  and  verify. 


II  WRITTEN     Write  the  same  rime  in  eight  lines, 
using  four  more  caps,  and  alining  the  riming  lines. 


Ill  ORAL  Tell  a  story  about  your  cat,  or  some 
other  cat,  showing  its  intelligence.  Are  cats  as  in- 
telligent as  dogs?  In  what  places  are  cats  of  great 
use?  Is  a  cat  very  desirable  in  a  store,  a  barn,  a 
granary,  or  an  old  house? 


Whoop!  ring  the  bells,  and  sound  the  drums! 
Tomorrow  school  vacation  comes! 


104  .     WRITTEN    ENGLISH 

LESSON  CIV 

There  was  a  man  of  our  town, 

And  he  was  wondrous  wise; 
He  jumped  Into  a  bramble-bush, 

And  scratched  out  both  his  eyes ; 
And  when  he  saw  his  eyes  were  out. 

With  all  his  might  and  main 
He  jumped  into  another  bush, 

And  scratched  them  in  again. 


I  WRITTEN  Which  two  lines  contain  contracted 
statements?  Which  line  has  a  time-group?  How 
many  statements  are  introduced  by  the  word  andf 
Write  from  memory,   and  verify. 

II  WRITTEN  Write  this  rime  in  four  lines,  chang- 
ing to  small  letters  any  caps  that  you  do  not  need. 

III  ORAL  Repeat  rimes,  riddles,  or  conundrums, 
original  or  otherwise. 


Bessy  Bell  and  Mary  Gray, 
They  were  two  bonnie  lasses; 

They  built  their  house  upon  the  lea, 
And  covered  it  with  rashes. 

Bessy  kept  the  garden  gate, 
And   Mary  kept  the   pantry; 

Bessy  always  had  to  wait. 
While  Mary  lived  in  plenty. 


"Curly4ocks,  Curly-locks,  wilt  thou  be  mine?" 


WRITTEN    ENGLISH  105 

LESSON  CV 

Curly-locks,  Curly-locks,  wilt  thou  be  mine? 
Thou  shalt  not  wash  dishes,  nor  yet  feed  the  swine; 
But  sit  on  a  cushion,  and  sew  a  fine  seam. 
And  feast  upon  strawberries,  sugar,  and  cream. 


I  WRITTEN  What  two  things  was  Curly-locks 
promised  she  need  not  do?  What  three  were 
offered  her  if  she  would  wed?  In  this  rime  yet 
means  even.     Write  from  memory,  and  verify. 

II  WRITTEN  Write  out  in  full  one  contracted 
statement  of  (1)  the  second  line;  (2)  two  of  the 
third  line;  (3)  one  of  the  fourth  line.  Remember 
that  nor  equals  and  not.  Remember  to  use  thou 
shalt  or  shalt  thou,  because  this  rime  is  in  the  ancient 
or  solemn  style. 

III  ORAL  What  do  you  think  of  the  promises 
made  to  Curly-locks?  Was  there  rather  too  much 
promised ?JK.Would  you  like  to  sit  on  a  cushion  and 
sew  and  feast  forever? 


The  girl  in  the  lane, 
Who  couldn't  speak  plain, 

Cried,  "Gobble,  gobble,  gobble!" 
The  man  on  the  hill, 
Who  couldn't  stand  still, 

Went  hobble,  hobble,  hobble. 


106  WRITTEN   ENGLISH 

LESSON  CVI 

There  was  an  old  woman  who  lived  In  a  shoe; 
She  had  so  many  children  she  didn't  know  what 

to  do; 
She  gave  them  some  broth  without  any  bread, 
She  whipped  them  all  soundly,  and  put  them  to  bed. 


I  WRITTEN  Report  says  that  Mother  Goose  had 
ten  step-children  and  six  children  of  her  very  own; 
so  she  probably  knew  how  the  old  woman  in  the 
shoe  felt.  Would  sixteen  children  have  made  quite 
a  school  by  themselves?  Notice  the  one  contracted 
statement  at  the  end.    Write  from  memory;  verify. 

II  WRITTEN  Write  a  few  sentences  telling  what 
you  think  of  Mother  Goose.  Must  a  woman  who 
was  willing  to  care  for  ten  motherless  children  have 
had  a  kind  heart? 

III  ORAL  Are  the  word-groups  in  the  first  and 
the  second  lines  necessary  to  the  complete  sense? 
that  is,  are  they  connected  in  thought  so  closely  that 
they  do  not  need  commas?  Look  thru  your  readers 
and  try  to  find  groups  of  this  sort.  Read  several 
examples  in  class. 


A  little  boy  went  into  a  barn, 
And  lay  down  on  some  hay; 

An  owl  came  out  and  flew  about, 
And  the  little  boy  ran   away. 


WRITTEN    ENGLISH  107 

LESSON  CVII 

Jack  Spratt  could  eat  no  fat, 
His  wife  could  eat  no  lean; 
And  so  betwixt  them  both,  you  see, 
.  They  kept  the  platter  clean. 

I  WRITTEN  There  is  something  new  today.  The 
words  you  see  are  not  necessary  to  the  story,  and 
might  be  left  out.  They  are  called  parenthetical, 
and  are  set  off  by  commas.  Write  from  memory, 
and  verify. 

II  WRITTEN  Copy  the  rule  given  today,  and 
verify. 

Rule  27  Set  of  by  commas  a  parenthetical  word 
or  word-group, 

III  ORAL  Read  the  following  sentences  so  as  to 
show  that  a  portion  of  each  is  parenthetical : 

1  There  was  an  old  woman,  as  I've  been  told. 

2  He  stood,  by  special  request,  near  the  door. 

3  By  the  way,  do  not  mention  this. 

4  He  must  go  home,  they  say,  immediately. 

5  In  the  moon,  I  am  told,  is  a  nice  little  man. 


Christmas  comes  but  once  a  year, 
And  when  it  comes  it  brings  good  cheer. 


108  WRITTEN    ENGLISH 

LESSON  CVIII 

Old  Toby  Sizer  is  such  a  miser 
No  cloak  he'll  buy  to  keep  him  dry,  sir; 
He'll  not  permit  his  neighbor  Randall 
To  light  his  pipe  by  his  short  candle, 
For  fear,  he  says,  he  might  convey 
A  little  bit  of  light  away. 

I  WRITTEN  Notice  the  parenthetical  group  he 
says.  It  would  not  be  improper  to  place  exclamation 
points  after  sir  and  away^  if  we  wished  to  carry  the 
idea  of  surprise  over  Toby's  miserliness.  For  fear 
means  because  he  fears.  Write  from  memory,  and 
verify. 

II  WRITTEN  Use  the  following  word-groups 
parenthetically  in  sentences: 


no  doubt 

in  fact 

you  know 

in  a  word 

of  course 

in  short 

you  see 

in  truth 

III  ORAL  Look  thru  your  readers  for  short  ex- 
amples of  parenthetical  expressions.  Read  several 
of  these  in  class. 


**Pat-a-cake,  pat-a-cake,  baker's  man!" 
"So  I  will,  master,  as  fast  as  I  can." 
"Pat  it,   and  toss  it,  and  mark  it  with  B; 
Put  it  in  the  oven  for  Baby  and  me." 


Tommy  Snooks  and  Bessie  Brooks 


WRITTEN    ENGLISH  109 

LESSON  CIX 

As  Tommy  Snooks  and  Bessie  Brooks 

Were  walking  out  one  Sunday, 
Said  Tommy  Snooks  to  Bessie  Brooks, 
**Tomorrow  will  be  Monday/' 

I  WRITTEN  Study  the  rime,  noting  every  point. 
Write  from  memory,  and  verify. 

II  WRITTEN  Write  from  memory  the  rule  for 
today,  and  verify. 

Rule  28  Set  of  by  commas  a  direct  quotation; 
he  gin  it  with  a  cap,  and  inclose  it  in  ( uotes. 

This  rule  does  not  apply  to  single  words  or  small  word- 
groups.  These  are  merely  inclosed  in  quotes.  A  direct  quota- 
tion is  one  in  the  exact  words  of  the  speaker.  At  the  beginning 
or  at  the  end  of  a  sentence,  a  quotation  loses  one  comma,  the 
comma  at  the  end  giving  way  to  any  more  important  point. 

III  ORAL  Look  in  your  readers  for  simple  illustra- 
tions of  the  rule.  Observe  whether  each  one  obeys 
the  three  directions  given.  Do  you  prefer  the  name 
**marks  of  quotation''  or  the  simpler  term  quotes? 

To   the  teacher:    See  Appendix   note. 


Up  hill,  spare  me, 

Down   hill,   ware   me; 

On  level  ground,  spare  me  not. 

And  in  the  stable,  forget  me  not. 


110  WRITTEN    ENGLISH 

LESSON  CX 

Little  Jack  Horner, 

He  sat  in  a  corner, 
Eating  a   Christmas  pie; 

He  put  in  his  thumb. 

And  pulled  out  a  plum, 
And  said,  *  What  a  good  boy  am  1 !" 

I  WRITTEN  Why  is  there  a  comma  after  Horner? 
Note  the  descriptive  group  of  the  third  hne.  What 
word  will  fill  out  the  contracted  statements  in  the 
fifth  and  sixth  lines?  Write  from  memory,  and 
verify. 

II  WRITTEN  Find  in  your  reader  a  short  rime  in- 
cluding a  quotation.  Copy  it,  verify,  and  bring  to 
class. 

III  ORAL  What  is  a  ^^plum-pudding"?  How  is 
the  fruit  prepared  for  use?  What  is  it  called  in 
grocery  stores?  What  sort  of  plum  did  Jack  find? 
Does  California  raise  many  raisin-grapes? 


A  cat  came  fiddling  out  of  a  barn, 

With  a  pair  of  bag-pipes  under  her  arm; 

She   could   sing   nothing   but,    'Tiddle-de-dee, 

The  mouse  has  married  the  bumble-bee!" 

Pipe,  cat!    dance,  mouse! 

We'll  have  a  wedding  at  our  good  house. 


WRITTEN    ENGLISH  111 

LESSON  CXI 

Wee  Willie  Winkie  runs  thru  the  town, 
Upstairs  and  downstairs,  in  his  night-gown. 
Rapping  at  the  window,  crying  at  the  lock, 
*^Are  the  children  in  bed?  for  it's  now  eight  o'clock.'' 


I  WRITTEN  You  have  a  series  of  four  descriptive 
expressions  here.  Notice  the  word  for  joining  inde- 
pendent statements  in  the  quoted  remark.  Could 
this  rime  be  written  in  eight  lines?  Write  from 
memory,  and  verify. 

II  WRITTEN  Copy  and  point  off  the  following 
sentences : 

1  He  said  Come  here 

2  She  said  Will  you  help  me 

3  Everyone  said  What  a  pity 

III  ORAL  Have  you  heard  of  the  Sandman?  Wee 
Willie  Winkie  is  another  name  for  the  person,  who 
is  said  to  go  about  town  at  dusk  to  make  children 
sleepy.  If  convenient,  read  in  class  The  Hush-a-by 
Lady  from  Rock-a-by  Street,  by  Eugene  Field. 


When  V   and   I   together  meet,  ^ 

They  make  the  number  lix  complete  ;to 
When  I  with  V  doth  meet  once  more, 
Then  'tis  they  two  can  make  but  four; 
And  when  that  V  from  I  is  gone, 
Alas,  poor  I  can  make  but  one! 


112  WRITTEN    ENGLISH 

LESSON  CXII 

This  little  pig  went  to  market; 
This  little  pig  stayed  at  home; 
This  little  pig  had  roast  beef; 
This  little  pig  had  none; 
This  little  pig  cried,  **Wee,  wee,  wee," 
All  the  way  home ! 


I  WRITTEN     Probably  you  already  know  this  toe- 
rime.    If  not,  study  it  till  you  do.    Write  and  verify. 


II  WRITTEN    Select  a  toe-rime  or  finger-play  from 
the  Additional  Rimes.     Copy  and  verify. 


.II  ORAL     Spend  as  much  time  as  convenient  in 
repeating  finger-plays  and  toe-rimes. 


This  duck  says,  "I  want  some  fish!" 

This  duck  says,  **Then  bring  your  dish!" 

This  duck  says,  "Quack,  quack!  quack,  quack!" 

This  duck  says,  "Let*s  all  go  back!" 

This  duck  says,  "I'm  going  home!'* 

This  duck  says,  "Shall  I,  too,  come?" 

This  duck  says,  "Fm  getting  lame!" 

This  duck  says,  "Here  comes  our  dame!'* 

This  duck  says,  "I'm  growing  old!" 

This  duck  says,  "You  must  be  sold!" 


WRITTEN    ENGLISH  113 

LESSON  CXIII 

A  man  went  a-hunting  at  Reigate, 
And  wished  to  leap  over  a  high  gate; 

Said  the  owner,  *'Go  round 

With  your  gun  and  your  hound, 
For  you  never  shall  jump  over  my  gate!" 


I  WRITTEN  What  word  is  needed  to  fill  out  the 
contracted  statement  in  the  second  line?  Note  that 
the  independent  statement  of  the  last  line  is  intro- 
duced by  for.     Write  from  memory,  and  verify. 

II  WRITTEN  Try  to  make  an  original  rime  on  the 
pattern  given  today;  or  copy  any  short  rime  that 
you  especially  like,  and  verify. 

III  ORAL  Read  in  class  the  rimes  that  you  have 
made  or  have  copied. 


A  little  cock-sparrow  sat  on  a   tree, 
Looking  as  happy  as  happy  could  be, 
Till  a  boy  came  by  with  his  bow  and  arrow; 
Said  he,  "I  will  shoot  this  little  cock-sparrow; 
His  body  will  make  me  a  nice  little  stew, 
And  his  giblets  will  make  me  a  little  pie,  too." 
Said  the  little  cock-sparrow,  "I'll  be  shot  if  I  stay!" 
So  he  clapped  his  wings,   and  flew   away. 


114  WRITTEN    ENGLISH 

LESSON  CXIV 

This  crow  says,  **What  think  you,  birds,  I  saw  this 

morn?'' 
This  crow  says,  *'I  know,  my  dear,  it  must  be  corn.'' 
This  crow  says,  *'How  many  birds  will  go  with  me?" 
This  crow  says,  **Be  patient,  friends,  a  man  I  see." 
This   crow  says,   *^Caw,   caw!   caw,   caw!   he's  got 

a  gun! 

Now  let's  be  off!  fly  every  one!" 


I  WRITTEN  This  is  another  toe-rime  or  finger- 
play.  As  the  sentences  are  short,  it  would  be  equally 
correct  to  use  semicolons  after  corn  and  see.  Write 
from  memory,  and  verify. 

II  WRITTEN  Copy  and  point  off  the  following 
sentences : 

1  Are  you  willing  she  asked  to  do  me  this  favor 

2  She  said  Are  you  willing  to  do  me  this  favor 

3  Yes  she  replied  I  will  do  it  gladly 

4  She   replied  Yes   I  will  do   it  gladly 

III  ORAL  Repeat  the  rule  for  the  commas  before 
and  after  birds^  my  dear,  and  friends.  Does  one 
rule  cover  the  six  commas?  What  does  lefs  stand 
for? 


Did  you  see  my  wife,  did  you  see,  did  you  see, 
Did  you  see  my  wife  looking  for  me? 

She  wears  a  straw  bonnet,  with  white  ribbons  on  it, 
And  dimity  petticoats  over  her  knee. 


WRITTEN    ENGLISH  116 

LESSON  CXV 

**Let  us  go  to  the  wood/'  says  this  pig; 
'What  to  do  there?''  says  this  pig; 
*'To  look  for  mother,"  says  this  pig; 
''What  to  do  with  her?"  says  this  pig; 
"To  kiss  her,  to  kiss  her!"  says  this  pig. 


I  WRITTEN  This  is  a  toe-rime,  and  the  mother 
gently  pinches  each  of  the  baby's  toes  in  turn,  while 
she  repeats  the  rime.  There  are  many  such,  as  well 
as  a  great  many  finger-plays.  Master  the  points  of 
the  rime.     Write  from  memory,  and  verify. 

II  WRITTEN  Find  someone  who  can  tell  you  a  new 
toe-rime,  or  learn  one  from  the  Additional  Rimes. 
Copy  and  verify  it;  or  write  an  original  one  if  you 
prefer. 


Ill  ORAL  What  point  do  the  question-mark  and 
the  exclamation  mark  take  the  place  of,  as  used  in 
the  above  rime?  Find  an  example  in  your  readers, 
if  you  can,  of  a  similar  use,  and  read  it  in  class. 


There  was  an  old  soldier  of  Bister 
Went  walking  one  day  with  his  sister, 

When  a  cow  in  a  poke 

Tossed  her  into  an  oak, 
Before  the  old  gentleman  missed  her. 


116  WRITTEN    ENGLISH 

LESSON  CXVI 

Once  I  saw  a  little  bird 

Come  hop,  hop,  hop; 
So  I  cried,  '^Little  bird. 

Win  you  stop,  stop,  stop?" 
And  was  going  to  the  window 

To  say,  **How  do  you  do?" 
But  he  shook  his  little  tall, 

And  far  away  he  flew. 


I  WRITTEN  What  word  will  make  a  full  state- 
ment of  the  fifth  line?  Write  from  memory,  and 
verify. 

II  WRITTEN  Write  the  rule  for  the  commas  after 
hop  and  stop. 

III  ORAL  Look  In  your  readers  to  find  short 
quotations  that  do  not  end  the  sentence  In  which  they 
occur.  Copy  two  or  three  of  these,  and  bring  them 
to  class  for  discussion. 


Monday  alone,  Tuesday  together; 
Wednesday  we  walk,  when  it's  fine  weather; 
Thursday,  we  kiss;  Friday,  we  cry; 
Saturday's  hours  seem  almost  to  fly; 
But  of  all  days  in  the  week  we  will  call 
Sunday,  the  rest  day,  the  best  day  of  all. 


WRITTEN    ENGLISH  117 

LESSON  CXVII 

^^Neddy,  Neddy, 
Quite  unsteady, 
Pray  tell  me  of  your  crops.'' 
*'The  ground  is  dry, 
IVe  lost  my  rye, 
And  Insects  eat  my  hops." 

I  WRITTEN  There  are  two  speakers  here.  It  is 
probable  that  the  word  eat  refers  to  past  time  and 
so  it  is  pronounced  et.  We  now  use  ate  rather  than 
eat  to  show  past  time.     Write  and  verify. 

II  WRITTEN  Copy  and  punctuate  the  following 
lines : 

1  Where  are  you  going  my  pretty  maid 

2  He  said  Where  are  you  going  my  pretty  maid 

3  He  said  I  will  go  with  you  my  pretty  maid 

4  My  face  is  my  fortune  sir  she  said 

III  ORAL  Tell  why  there  is  a  comma  after  Neddy. 
Give  the  rule  for  the  commas  after  dry  and  rye. 
Give  the  rule  for  the  comma  after  unsteady. 


Robin  and  Richard  were  two  pretty  men; 

They  lay  in  bed  till  the  clock  struck  ten; 

Then  up  starts  Robin  and  looks  at  the  sky, — 
"Oh,  brother  Richard,  the  sun's  very  high!" 
"You  go  first  with  bottle  and  bag, 

And  I'll  come  after  on  little  Jack  Nag." 
"You  go  first  and  open  the  gate. 

Or  I'll  come  after  and  break  your  pate!" 


118  WRITTEN    ENGLISH 

LESSON  CXVIII 

Some  little  mice  sat  in  a  barn  to  spin; 

Pussy  came  by,  and  popped  her  head  in; 
**Shall  I  come  in,  and  cut  your  threads  off?'' 
**0h,  no,  Mistress  Pussy,  you'd  snap  our  heads  off  I*' 


I  WRITTEN  Try  to  recall  the  rule  for  every  point 
in  this  rime  before  you  attempt  to  write.  Can  you 
make  full  statements  of  the  two  contracted  ones? 
The  quotes  help  to  show  that  there  are  two  speakers. 
Write    and  verify, 

II  WRITTEN     Copy  and  point  off  the  following: 

1  She  cried  Oh  my  good  shoes  and  my  best  dress 

2  He  said  How  silly  to  fuss  over  soiled  clothes 

III  ORAL  Give  the  rule  for  setting  off  Mistress 
Pussy  in  the  above  rime.  Give  the  rule  for  the  com- 
mas after  Oh  and  no.  Give  the  rules  for  the  points 
at  the  end  of  the  lines.  Give  the  rules  for  the 
commas  after  by  and  in. 


Elsie    Marley's   grown   so    fine 

She  won't  get  up  to  serve  the  swine, 

But  lies  in  bed  till  eight  or  nine, 
And  surely  she  does  take  her  time. 

And  do  you  ken  Elsie  Marley,  honey? 

The  wife  who  sells  the  barley,  honey? 
She  won't  get  up  to  serve  her  swine, 

And  do  you  ken  Elsie  Marley,  honey? 


WRITTEN    ENGLISH  119 

LESSON  CXIX 

"Jacky,  come  give  me  thy  fiddle, 

If  ever  thou  mean  to  thrive  F' 
''Nay,   ril  not  give  my  fiddle 
To  any  man  alive. 
If  I  should  give  my  fiddle, 

They'll  think  that  Fm  gone  mad. 
For  many  a  joyful  day 

My  fiddle  and  I  have  had.'' 

I  WRITTEN  This  rime  will  require  a  good  deal 
of  careful  study  before  you  attempt  to  write  it. 
The  quotes  again  help  to  show  the  two  speakers. 
Nay  is  an  old  form  of  no.  Come  give  is  a  good  old 
idiom,  of  which  the  full  form  is  come  and  give. 
Notice  the  //-groups,  and  note  the  contractions. 
Write  from  memory,  and  verify. 

•    II  WRITTEN    Write  the  rule  for  the  points  setting 
off  the  //-groups. 

Ill  ORAL  May  Jacky  have  been  wise  in  sticking 
•to  his  fiddle?  Should  music  be  called  a  waste  of 
time?  Does  a  real  musician  work  as  hard  as  any 
other  person? 

To   the   teacher:    See  Appendix   note. 


Ride  away,  ride  away,  Johnny  shall  ride, 
And  he  shall  have  Pussy-cat  tied  to  one  side, 
And  he  shall  have  Little  Dog  tied  to  the  other. 
And  Johnny  shall  ride  to  see  his  grandmother. 


120  WRITTEN    ENGLISH 

LESSON  CXX 

A  dog  and  a  cat  went  out  together 

To  see  some  friends  just  out  of  town; 
Said  the  cat  to  the  dog,  *'What  d'ye  think  of  the 
weather?'' 
*^I  think,  ma'am,  the  rain  will  come  down; 
But  don't  be  alarmed,  for  I've  an  umbrella 
That  will  shelter  us  both,"  said  this  amiable  fellow. 


I  WRITTEN     Study  very  carefully.     Write  from 
memory,  and  verify. 


II  WRITTEN  Write  ma'am  out  in  full.  Write 
d'ye  in  full.  Write  the  modern  form  of  ye.  Write 
the  rule  for  the  comma  before  for, 

III  ORAL     Repeat  rimes  containing  quotations.   • 


If  I'd  as  much  money  as  I  could  spend, 
I  never  would  cry,  Old  chairs  to  mend — 
Old  chairs  to  mend!     Old  chairs  to  mend! 
I  never  would  cry,  Old  chairs  to  mend. 

If  I'd  as  much  money  as  I  could  tell, 
I  never  would  cry,  Old  clothes  to  sell — 
Old  clothes  to  sell!     Old  clothes  to  sell! 
I  never  would  cry,  Old  clothes  to  sell. 


WRITTEN   ENGLISH  121 

LESSON  CXXI 

There  was  an  old  woman  tossed  up  in  a  basket, 
Ninety  times  as  high  as  the  moon; 

And  where  she  was  going  I  couldn't  but  ask  it, 
For  in  her  hand  she  carried  a  broom. 

**01d  woman,  old  woman,  old  woman,''  quoth  I, 
''O  whither,  O  whither,  O  whither,  so  high?" 

*^To  sweep  the  cobwebs  off  the  sky." 

**Shall  I  go  with  you?"     *^Aye,  by  and  by." 


I  WRITTEN  Quoth  Is  an  old  word  meaning  said, 
A  quotation  is  something  somebody  has  said.  Jye 
means  yes,  and  is  pronounced  as  if  it  were  ah'ee. 
Study  the  rime.     Write  from  memory,  and  verify. 

II  WRITTEN     Copy  the  following  lines: 

1  We  will  now  take  the  yeas  and  nays. 

2  The  ayes  have  it. 

3  How  many  noes  were  there? 

4  There  were  fourteen  yeas  and  twelve  nays. 

III  ORAL  Recite  the  interesting  rime  of  today. 
Give  the  rules  which  apply  in  the  poem,  and  give 
them  in  the  order  in  which  they  are  used. 


Eat,  birds,  eat,  and  make  no  waste; 

I  lie  here  and  make  no  haste; 
If  my  master  chance  to  come, 

You  must  fly,  and  I  must  run. 


122  WRITTEN    ENGLISH 

LESSON  CXXII 

"Come,  let's  to  bed,'' 
^-  Says  Sleepy-head; 

''Tarry  a  while,"  says  Slow; 
'Tut  on  the  pan," 
Says  Greedy  Nan, 
"We'll  sup  before  we  go." 

I  WRITTEN  This  is  a  difficult  rime.  Notice  that 
Nan's  remark  is  broken  into  two  parts.  Each  part 
of  a  broken  quotation  is  enclosed  in  quotes.  Lefs 
is  used  for  let  us.    Write  from  memory,  and  verify. 

It  would  not  be  incorrect  to  use  periods  instead 
of  the  semicolons,  but  periods  are  not  necessary  as 
the  sentences  are  very  short. 

II  WRITTEN  Copy  and  point  off  the  following 
broken  quotations: 

1  Shall  I  go  now  she  asked  and  tell  my  mother 

2  I  will  go  now  she  said  and  tell  my  mother 

3  What  joy  she  cried  to  be  free  once  more 

III  ORAL  Read  the  following  list  of  meals,  which 
a  maid  said  she  must  have  if  she  took  a  certain 
place.  Nommet  rimes  with  crummet,  and  each  is 
a  small  cake.  You  can  probably  guess  the  meaning 
of  dew-bit  and  stay-bit.  How  many  meals  per  day 
did  the  maid  expect? 

A  dew-bit  and  breakfast, 
A  stay-bit  and  luncheon, 
A  nommet,   a  crummet. 
Tea,  dinner,  and  supper. 


WRITTEN    ENGLISH  123 

LESSON  CXXIII 

*Who  killed  Cock  Robin?'' 
"I/'  said  the  Sparrow, 
^With  my  bow  and  arrow; 
I  killed  Cock  Robin.'' 

*Who  saw  him  die?" 
**I/'  said  the  Fly, 
*'With  my  little  eye; 
I  saw  him  die." 


I  WRITTEN  Study  carefully  this  bit  from  The 
Death  and  Burial  of  Cock  Robin.  Notice  the  broken 
quotations.     Write  from  memory,  and  verify. 

II  WRITTEN  Look  in  the  Additional  Rimes  for 
other  examples  of  broken  quotations.  Copy  three 
of  these;  verify. 


III  WRITTEN  Point  off  and  capitalize  the  follow- 
ing so  as  to  make  three  different  stories : 

Nell  asked  Sue  will  you  come  and  help  me 
Nell  asked  Sue  will  you  come  and  help  me 
Nell  asked  Sue  will  you  come  and  help  me 

IV  ORAL  Read  in  class  the  broken  quotations  that 
you  have  copied.  If  convenient,  read  the  whole 
poem  of  Cock  Robin  in  the  Additional  Rimes. 


124  WRITTEN    ENGLISH 

LESSON  CXXIV 

The  man  in  the  wilderness  asked  me, 
How  many  strawberries  grew  in  the  sea. 
I  answered  him,  as  I  thought  good, 
As  many  red  herrings  as  grew  in  the  wood. 

I  WRITTEN  We  have  today  indirect  quotations, 
or  those  not  in  the  exact  words  of  the  speaker. 
Questions  are  also  called  indirect  questions  when 
they  are  repeated  by  another  person.  Study  the 
rime.     Write  from  memory,  and  verify. 

II  WRITTEN  Copy  the  following  rime,  In  which 
the  quotations  have  been  made  direct: 


The  man  In  the  wilderness  asked  me, 
"How  many  strawberries  grow  in  the  sea?" 

I  answered  him,  as  I  thought  good, 
**As  many  red  herrings  as  grow  in  the  wood." 


Rule  2g  Begin  an  indirect  quotation  with  a  cap, 
and  set  of  by  commas,  but  do  not  inclose  it  in  quotes, 

III  ORAL .  What  changes  were  made  In  the  above 
rime  in  order  to  make  the  quotations  direct?  What 
one  word  did  you  have  to  change  in  two  places? 
What  mark  did  you  put  in?  Remember  that  if  only 
a  part  of  a  sentence  is  quoted,  and  this  Is  not  the 
first  part,  you  will  not  need  to  begin  the  quoted 
portion  with  a  cap.  Look  thru  your  readers  for 
further  Illustrations. 


WRITTEN    ENGLISH  125 

LESSON  CXXV 

Apple-pie,   pudding,   and  pan-cake, — 
All  begins  with  a, 

I  WRITTEN  Study  the  lines,  and  perhaps  you  will 
see  the  joke  before  you  begin  to  write.  This  is  one 
of  the  jingles  intended  to  catch  you  unawares. 
Read  the  new  rule.  Remember  to  underscore  the  a 
when  you  copy  the  lines.  Write  from  memory,  and 
verify. 

Underscoring  will  be  considered  in  Lesson  127. 

Rule  30  Use  the  dash  to  mark  a  sudden  break 
in  thought. 

II  WRITTEN  Copy  the  following  and  put  in 
dashes  where  the  break  in  thought  occurs: 

1  I  went  to  ask  but  I  must  not  tell  yet 

2  I  wish  I  had  but  what  is  the  use  of  asking? 

3  I  shall  be  very  do  go  away! 

III  ORAL  Read  the  following  sentences  in  which 
the  double  dash  is  used  to  show  that  the  full  name 
is  omitted  for  some  reason: 

1   He  went  to  M . 


2  Miss  C and  Mr.  A were  made  the  committee. 

IV  ORAL  Look  thru  your  readers  to  find  ex- 
amples of  the  use  of  the  dash  for  any  purpose 
whatever. 


126  WRITTEN    ENGLISH 

LESSON  CXXVI 

Old  King  Cole  was  a  merry  old  soul, 

And  a  merry  old  soul  was  he ; 
He  called  for  his  pipe,  and  he  called  for  his  bowl. 

And  he  called  for  his  fiddlers  three; 
Every  fiddler,  he  had  a  fine  fiddle. 

And  a  very  fine  fiddle  had  he; 
*^Tee-twee-dle-dee,  tee-twee-dle-dee," 

Went — the — fiddlers. 
Oh,  there's  none  so  rare  as  can  compare 

With  King  Cole  and  his  fiddlers  three! 

I  WRITTEN  Note  every  point  in  each  line.  Why 
is  there  a  comma  after  fiddler  in  the  fifth  line?  The 
dash,  as  used  in  the  eighth  line,  marks  a  pause  to 
show  the  beats  in  the  line.  Read  this  line  slowly, 
one  word  at  a  time.  Write  from  memory,  and 
verify. 

II  WRITTEN  Write  the  rime  of  today  again, 
making  two  lines  of  the  first,  the  third,  the  fifth,  the 
seventh,  and  the  ninth  lines.  Capitalize  as  necessary 
Divide  the  lines  by  the  rimes  when  there  is  a  rime 
to  go  by,  otherwise  by  the  beats,  which  come  at  the 
commas.    The  rime  is  written  in  both  ways. 

Rule  31  Use  the  dash  to  mark  a  long  pause 
intended  for  effect. 

III  ORAL  Look  thru  your  readers  to  find  the  dash 
used  as  in  the  rime  of  today's  lesson.  Can  you  find 
someone  to  sing  Old  King  Cole  to  you? 


''Youn£  lambs  to  sqUT 


WRITTEN    ENGLISH  127 

LESSON  CXXVII 

Young  lambs  to  sell! 

Young  lambs  to  sell! 
— If  I'd  as  much  money  as  I  can  tell, 
I  never  would  cry,  Young  lambs  to  sell — 

Young  lambs  to  sell! 

Young  lambs  to  sell! 

I  WRITTEN  Here  is  a  street-cry,  in  which  the 
crier  interrupted  his  calls  to  the  public  by  a  remark 
to  himself.  The  word-group  in  the  fourth  line  is 
used  like  a  quotation,  and  is  pointed  off  like  one 
except  for  the  quotes.  The  dashes  show  the  sudden 
break  in  thought.  By  underscoring,  you  call  atten- 
tion to  the  words  thus  made  emphatic.  Tell  in  this 
rime  means  count,  A  teller  counts  votes  or  money 
or  other  things,  and  you  keep  the  tally ^  or  the  count, 
in  your  games.     Write  from  memory,  and  verify. 

Rule  32  Underscore  once  for  italics^  twice  for 
small  caps,   and  three  times  for  large  caps. 

Small  caps  are  the  ones  you  generally  use.  You  may  not 
need  to  use  large  caps,  unless  in  display  ads  for  your  school 
journal — if  you  have  one. 

II  WRITTEN  Turn  to  the  Additional  Rimes,  and 
find  one  similar  to  the  rime  given  today.  Copy  it, 
and  verify. 

III  ORAL  Turn  to  the  rime  in  Lesson  81.  Did 
the  street-crier  in  that  case  stop  to  make  a  remark 
to  himself?  Repeat  any  other  street-cries  that  you 
know. 

To  the  teacher:    See  Appendix  note. 


128  WRITTEN    ENGLISH 

LESSON  CXXVIII 

One  misty,  moisty  morning, 

When  cloudy  was  the  weather, 
I  chanced  to  meet  an  old  man 

Clothed  all  in  leather; 
He  began  to  compliment, 

And  I  began  to  grin, — 
*'How  do  you  do?''  and  ''How  do  you  do?" 

And  "How  do  you  do?"  again. 

I  WRITTEN  This  is  a  difficult  rime,  and  it  will 
require  close  study  if  every  point  is  mastered. 
Note  the  series  of  two  words  in  the  first  line;  the 
when-group  in  the  second  line;  the  comma  after  the 
independent  statements  at  the  end  of  the  fifth  and 
the  sixth  lines;  the  dash  showing  a  break  in  thought; 
the  six  quote-marks;  the  alinement. 

There  is  only  one  new  mark  here,  the  accent  over 
the  second  syllable  of  clothed.  Usually  this  word 
has  but  one  syllable.  Why  should  it  have  two  here? 
Write  from  memory,  and  verify. 

Rule  33  Use  the  grave  accent  to  mark  an  extra 
syllable,  not  usually  pronounced, 

II  WRITTEN  Write  from  memory  the  rule  for 
descriptive  groups  of  words  loosely  connected.  Is 
the  group  clothed  all  in  leather  so  closely  connected 
that  we  think  of  it  together  with  man?  If  so,  it  is 
restrictive  also. 

III  ORAL  Recite  the  rime  of  today's  lesson. 
Perhaps  someone  will  sing  it  for  you. 

To   the   teacher:    See  Appendix   note. 


WRITTEN    ENGLISH  129 

LESSON  CXXIX 

Thomas  of  Tattamus  took  two  tees 

To  tie  two  tups  to  two  tall  trees, 

To  frighten  the  terrible  Thomas  of  Tattamus — 

Tell  me  how  many  fs  there  are  in  all  that. 

I  WRITTEN  This  is  another  catch.  Study  till 
you  see  how  easy  a  question  is  asked.  Read  the 
new  rule.  There  are  two  new  things  today,  the 
plural  form  of  a  letter,  and  capitals  for  emphasis. 
A  tee  is  a  piece  of  iron  or  of  wood  shaped  like  the 
letter  T.  Tups  is  an  old  term  for  rams.  Notice 
the  sudden  break  shown  by  the  dash.  Write  from 
memory,  and  verify. 

Rule  34  Show  the  plural  form  of  letters,  char- 
acters, and  marks  by  adding  the  apostrophe  and  s. 

Plural  means  more  than  one. 

II  WRITTEN  Look  thru  your  readers  to  find  other 
examples  of  the  use  of  the  apostrophe  and  s  to  show 
plurals.  If  you  succeed,  read  in  class  the  examples 
you  have  found.  It  is  better  to  write  out  in  full 
the  names  of  all  characters  whenever  space  allows. 

Ill, ORAL     Read  the  following  sentences: 

1  Be  sure  to  dot  your  ts  and  cross  your  t's. 

2  You  have  left  out  two  %'s  and  one  $.     (Better:  You  have 
left  out  two  per  cent  marks  and  one  dollar  sign.) 

3  She  had  one  a,  two  b's,  and  three  c's, 

4  He  got  the  — 's  and  X'-^  mixed.     (Better:  He  got  the  mmus 
signs  and  the  multiplication  signs  mixed.) 


130  WRITTEN    ENGLISH 

LESSON  CXXX 

There  was  an  old  man  from  Tobago, 
Who  lived  on  rice,  gruel,  and  sago. 
Till,  much  to  his  bliss, 
His  physician  said  this : 
*^To  a  leg,  sir,  of  mutton  you  may  go.'' 

I  WRITTEN     Notice  the  parenthetical  expression, 

much  to  his  bliss.     A  parenthetical  expression  may 

always  be  omitted.      Is  sir  a  term  used  in  direct 

address?    The  word  this  makes  the  quotation  formal 

and  the  colon  necessary.     If  this  were  omitted,  you 

might  use  a  comma  instead  of  the  colon.     Write 

from  memory,  and  verify. 

The  colon  Is  also  used  after  the  salutation,  before  the  body 
of  the  letter. 

Rule  35  Use  the  colon  before  the  formal  or  long 
quotations, 

II  WRITTEN  Point  off  the  parenthetical  parts  In 
the  following: 

1  John  It  seems  to  me  is  in  a  great  hurry. 

2  She  tumbled  wholly  by  accident  into  very  good  hands. 

3  He  was  now  at  the  age  of  ten  already  a  musician. 

III  ORAL  Read  these  sentences  aloud,  being  care- 
ful to  show  by  the  inflection  of  your  voice  that  there 
is  a  parenthetical  part: 

1  This  rime,  of  itself,  is  not  complete. 

2  That  is,  of  course,  quite  unnecessary. 

3  Rabbits,  for  example,  make  good  pets. 

4  Most  boys,  on  the  other  hand,  like  arithmetic. 

5  I  am  sorry,  you  know,  to  go  away. 

6  Well,  you  $ee,  I  had  to  go  home  then. 


*'As  I  walked  by  myself — 


WRITTEN    ENGLISH  131 

LESSON  CXXXI 

As  I  walked  by  myself, 

And  talked  to  myself, 
Myself  said  unto  me: 
'Took  to  thyself. 

Take  care  of  thyself, 
For  nobody  cares  for  thee.'* 

I  answered  myself, 

And  said  to  myself 
In  the  selfsame  repartee: 
*'Look  to  thyself. 

Or  look  not  to  thyself. 
The  selfsame  thing  It  will  be." 


I  WRITTEN  Note  every  point  with  care.  The 
colon  is  used  here  before  the  quotations,  which  are 
rather  formal.  Repartee  means  bright  and  witty 
replies.  Note  two  contracted  statements.  Note  the 
^j-group  showing  time.  What  group  of  two  state- 
ments names  a  condition,  tho  it  does  not  say  if? 
Write  and  verify. 


II  WRITTEN  Tell  in  a  very  few  sentences  your 
reason  for  agreeing  or  not  agreeing  with  the  last 
remark  of  the  speaker.  Is  '*Do  not  worry''  a  good 
motto  ? 


Ill    ORAL      Repeat    riddles,    finger-plays,    conun- 
drums, or  original  rimes. 


132  WRITTEN    ENGLISH 

LESSON  CXXXII 

Ba-a,  ba-a,  black  sheep 

Have  you  any  wool? 
Aye,  marry,  have  I, 

Three  bags  full: 
One  for  my  master, 

One  for  my  dame. 
One  for  the  little  boy 

Who  lives  in  the  lane. 

I  WRITTEN  Note  that  the  interjection  ba-a  is 
prolonged  by  the  use  of  the  hyphen.  Marry  is  an 
old  interjection.  The  last  line  is  restrictive.  The 
colon  shows  that  the  words  coming  after  explain 
what  goes  before;  the  three  bags  were  for  three 
persons  who  are  named.  Write  from  memory,  and 
verify. 

Rule  36  Use  the  colon  before  a  group  of  words 
which  define  or  explain  a  more  general  term, 

II  WRITTEN     Copy  the  following  sentences: 

1  I  name  a  few  great  presidents:    Washington,  Jefferson,  Lin- 
coln, Grant,  Roosevelt,  Wilson. 

2  The  boys  I  name  may  go:    John  Brown,  Ted  Jones,  Silas 
Owen. 

3  Can  you  reply  to  this  question:     Is  one  ever  fully  satisfied? 

4  Among  native  fruits  of  the  rose  family  are  these:    the  pear, 
the  apple,  the  cherry,  the  plum,  the  peach,  and  the  apricot. 

If  a  sentence  is  not  long  nor  formal,  the  comma 

may  be  used  in  place  of  the  colon. 

III  ORAL  Repeat  the  rime  of  today.  Marry  was 
probably  a  changed  form  of  Mary^  the  name  of  the 
Virgin,  and  thus  it  was  at  first  an  oath. 


WRITTEN    ENGLISH  133 

LESSON  CXXXIII 

X  shall  stand  for  playmates  ten; 

V,  for  five  stout,  stalwart  men; 

I,  for  one,  as  Fm  alive; 

C,  for  a  hundred;  and  D,  for  five; 

M,  for  a  thousand  soldiers  true; 

And  all  these  figures  Fve  told  to  you. 

I  WRITTEN  Learn  the  rime.  Notice  that  stands 
or  shall  stand  is  omitted  five  times,  and  that  the 
omission  is  marked  each  time  with  a  comma.  Write 
and  verify  as  usual. 

II  WRITTEN  Copy  the  following,  and  verify,  after 
asking  yourself  what  word  is  left  out  in  each  of  the 
three  first  lines: 

The  first,  the  worst; 
The  second,  the  same; 
The  last,  the  best 
Of  ail  the  game. 

Rule  J7  Use  the  comma  to  show  the  omission 
of  words  necessary  to  the  complete  sense. 

III  ORAL  Supply  words  in  the  following  so  as 
to  make  the  statements  complete: 

The   more,   the  merrier.      (The  more  there   are,   the  merrier 

we  are.) 
The  older,  the  wiser. 
The  younger,  the  more  reckless. 

IV  ORAL      Read    the    following    numbers,    and- 
note  that  a  comma  is  used  to  separate  the  periods: 
123,456,789.      What   word    is    understood   at   the 
comma  after  3?   at  the  comma  after  6? 


134  WRITTEN    ENGLISH 

LESSON  CXXXIV 

Doctor  Foster 

Went  to  Gloster 
In  a  shower  of  rain; 

He  stepped  in  a  puddle 

Up  to  his  middle, 
And  never  went  there  again. 

I  WRITTEN  It  is  best  to  write  the  title  Doctor 
in  full  if  no  given  name  nor  initials  follow.  The 
name  of  the  town  is  Gloucester,  but  it  is  often  writ- 
ten and  always  pronounced  Gloster.     Write;  verify. 

II  WRITTEN  Copy  the  following  addresses,  and 
verify: 

Mr.  J.  S.  Abbott  Frank  E.  Dayton  Company 

Superintendent  of  City  Schools  7  Central  Wharf 

30  First  Street  North  Gloucester 

Newark,  New  Jersey  Massachusetts 

Tiffany  &  Company  Mrs.  A.  B.  Eastman 

Fifth  Avenue  &  37th  Street  10  River  Road 

New  York  City  Hunters  Park,  Duluth 

Dr.  John  M.  Long  Professor  Aleck  Brown 

13  Victoria  Avenue  12  East  42d  Street 

Grand  Rapids,  Michigan  Washington,  D.  C. 

Rule  38  Place  the  period  after  every  abbrevia^ 
tion  or  initial,  but  avoid  the  use  of  abbreviations  if 
possible. 

III  ORAL     Did  you  notice  that  there  Is  no  apos- 
,  trophe  in  Hunters  Park?    The  Board  of  Geograph- 
ical Names  has  ruled  out  all  apostrophes.     If  you 
wished  to  write  each  of  these  addresses  upon  one 
line,  how  should  you  separate  the  several  items? 


WRITTEN    ENGLISH  135 


EXERCISE  FOR  LESSON  LVII  OR  FOR  ANY  OTHER 
LESSON 

A  small  but  frequent  amount  of  careful  practice  in  logom- 
achy, or  games  of  word-making,  will  be  found  most  valuable 
for  grade  pupils.  Let  each  pupil  try  to  find  out  how  many 
different  words  he  can  make  with  the  letters  of  his  own  name. 
Suppose  that  the  name  is  Mary,  The  steps  to  be  taken  are  as 
follows : 

MARY 

a-m-r-y  (letters  arranged  alphabetically) 

WORDS   BEGINNING   WITH    a  WORDS   BEGINNING    WITH    r 

a  ram 

am  ray 

Amy  Ray 

arm 

ar  (name  of  the  letter  r) 

WORDS    BEGINNING    WITH    m  WORDS   BEGINNING   WITH    y 

ma  (colloquial)  y^    pl^^^-ai    y'g     (something 

yr  shaped  like  the  letter  y: 

jn^y  for  example,  a  railroad 

May  switch) 

Mr.  (abbreviation  for  Mw/^r)  yam 
my 

Here  we  have  eighteen  words  made  from  the  four  letters  of 
the  word  Mary,  Of  course,  longer  words,  generally  speaking, 
yield  results  in  proportion.  It  is  most  important,  however,  that 
all  such  practice  be  thoro.  Competitive  tests,  in  which  all  the 
children  work  with  the  same  word  and  hunt  in  the  dictionary 
for  new  words,  will  be  found  to  bring  rich  returns  in  vocabulary. 

The  corrected  results  from  all  assigned  exercises  in  word- 
building  should  be  preserved  by  the  pupils  in  exercise-books 
devoted  to  language.  The  teacher  must  not  expect  to  know  all 
the  words  which  her  pupils  will  find.  One  of  the  delights  which 
children  experience  when  engaged  in  this  exercise  is  in  bringing 
to  class  words  unknown  to  all  the  others,  and  perhaps  even  to 
the  teacher.  It  is  not  too  much  to  claim  that,  when  everything 
else  palls,  word-hunting  will  suffice  to  revive  flagging  interest. 


136  WRITTEN    ENGLISH 

ADDITIONAL  RIMES 
1 

Up  she  goes,  and  down  she  comes;    , 

If  you've  not  any  apples,  I'll  give  you  some  plums. 


"Bovs^-vrov^-vrov^,  vi^hose  dog  art  thou?" 
"I'm  Tom  Tinker's  dog,  bow^-v^^ow-wowr!" 


"Up  the  rope,  up  the  rope,  ever  so  high!" 

"Will  you  come  dow^n  again?"     "Yes,  by  and  by." 


Sing,  sing — w^hat  shall  I  sing? 

The  cat's  run  aw^ay  w^ith  the  pudding-bag  string. 

5 

Daffy-dovvrn-dilly  has  come  up  to  tow^n 
In  a  yellovs^  petticoat  and  a  green  gown. 

6 

The  cock  doth  crow  to  let  you  know, 
If  you  be  wise,  'tis  time  to  rise. 


A-milking,   a-milking,   my  maid! 
"Cow,  take  care  of  your  heels,"  she  said, 
"And  you  shall  have  some  nice  new  hay, 

If  you'll  quietly  let  me  milk  away." 

8 

St.  Swithin's  day,  if  thou  dost  rain, 
For  forty  days  it  will  remain; 

St.  Swithin's  day,  if  thou  be  fair. 

For  forty  days   'twill   rain  na  mair. 


WRITTEN    ENGLISH  137 


Needles   and  pins,  needles   and  pins, 
When  a  man  marries,  his  trouble  begins. 


10 

Johnny  shall  have  a  new  bonnet, 

And  Johnny  shall  go  to  the  fair. 
And  Johnny  shall  have  a  new  ribbon 

To  tie  up  his  bonny  brown  hair. 
And  why  may  I  not  love  Johnny? 

And  why  may  not  Johnny  love  me? 
And  why  may  I  not  love  Johnny 

As  well  as  another  body? 

And  here's  a  leg  for  a  stocking, 

And  here's  a  leg  for  a  shoe; 
And  he  has  a  kiss  for  his  daddy, 

And  two  for  his  mammy,  I  trow. 
And  why  may  I  not  love  Johnny? 

And  why  may  not  Johnny  love  me? 
And  why  may  I  not  love  Johnny 

As  well  as  another  body? 


11 

Jack  and  Jill  went  up  the  hill 

To  fetch  a  pail  of  water; 
Jack  fell  down   and  broke  his  crown, 

And  Jill  came  tumbling  after. 

Up  Jack  got,  and  home  did  trot. 

As  fast  as  he  could  caper; 
Dame  Jill  had  the  job  to  plaster  his  knob 

With  vinegar  and  brown  paper. 

Jill  came  in,  and  she  did  grin 

To  see  his  paper  plaster; 
Mother,  vexed,  did  whip  her  next 

For  causing  Jack's  disaster. 


138  WRITTEN    ENGLISH 


12 

"Bow-wow,"  says  the  dog; 

"Mew-mew,"  says  the  cat; 
"Grunt,  grunt,"  says  the  hog, 

And,  "Squeak,"  goes  the  rat. 

"Tu-whoo,"  says  the  owl; 

"Caw,   caw,"   says  the  crow; 
"Quack,  quack,"  says  the  duck. 

And  what  the  sparrows  say,  you  know. 

So  with  sparrows  and  owls, 

With  rats  and  with  dogs, 
With  ducks  and  with  crows, 

With  cats  and  with  hogs, 

A  fine  song  I  have  made 

To  please  you,  my  dear; 
And,  if  it's  well  sung, 

'Twill  be  charming  to  hear. 


13 

Jenny  Wren  fell  sick 

Upon   a  merry  time; 
In  came  Robin  Redbreast, 

And  brought  her  sops  of  wine. 

"Eat  well  of  the  sop,  Jenny, 
Drink  well  of  the  wine;" 

"Thank  you,  Robin,  kindly, 
You  shall  be  mine." 

Jenny,   she  got  well. 

And  stood  upon  her  feet, 

And  told  Robin  plainly. 
She  loved  him  not  a  bit. 

Robin,  being  angry, 

Hopped  upon  a  twig, 
Saying,  "Out  upon  you. 

Fie  upon  you,  bold-faced  jig!" 


WRITTEN    ENGLISH 


139 


14 

Old  Mother  Hubbard  and  Her  Dog 


Old   Mother   Hubbard, 
She  went  to  the  cupboard 

To  get  her  poor  dog  a  bone; 
When  she  got  there, 
The  cupboard  was  bare, 

And  so  the  poor  dog  had  none. 

She  went  to  the  baker's 
To  buy  him  some  bread; 

But  when  she  got  back. 
The  poor  dog  was  dead. 

She  went  to  the  joiner's 
To  buy  him  a  coffin; 

But  when  she  came  back, 
The  poor  dog  was  laughing. 

She  went  to  the  fruiterer's 
To  buy  him  some  fruit; 

But  when  she  came  back, 
He  was  playing  the  flute. 

She  went  to  the  tailor's 

To  buy  him  a  coat; 
But  when  she  came  back, 

He  was  riding  a  goat. 

She  went  to  the  cobbler's 
To  buy  him  some  shoes; 

But  when  she  came  back, 
He  was  reading  the  news. 

She  went  to  the  seamstress. 
To  buy  him  some  linen; 

But  when  she  came  back, 
The  dog  was  a-spinning. 


She  went  to  the  hatter's 

To  buy  him  a  hat; 
But  when  she  came  back, 

He  was  feeding  the  cat. 

She  went  to  the  barber's 

To  buy  him  a  wig; 
But  when  she  came  back, 

He  was  dancing  a  jig. 

She  went  to  the  hosier's 
To  buy  him  some  hose; 

But  when  she  came  back. 
He  was  dressed  in  his  clothes. 

She  took  a  clean  dish 
To  get  him  some  tripe; 

But  when  she  came  back, 
He  was  smoking  his  pipe. 

She  went  to  the  fishmonger's 
To  buy  him  some  fish; 

But  when  she  came  back. 
He  was  licking  the  dish. 

She  went  to  the  ale-house 
To  get  him  some  beer; 

But  when  she  came  back. 
The  dog  sat  in  a  chair. 

(cheer) 

She  went  to  the  tavern 
For  white  wine  and  red; 

But  when  she  came  back, 
The  dog  stood  on  his  head. 

The  dame  made  a  curtsey. 
The  dog  made  a  bow; 

The  dame  said,  "Your  servant," 
The  dog  said,  "Bow,  wow!" 


140 


WRITTEN   ENGLISH 


15 

Death  and  Burial  of  Cock  Robin 


"Who  killed  Cock  Robin?" 
"I,"  said  the   Sparrow, 
"With  my  bow  and  arrow; 
I  killed  Cock  Robin!" 


'Who'll  carry  the  coffin?" 
"I,"  said  the  Kite, 
"If  it  be  in  the  night; 

I'll  carry  the  coffin." 


"Who  saw  him  die?" 
"I,"  said  the  Fly, 
"With  my  little  eye, 
I  saw  him  die." 


"Who  caught  his  blood?" 
"I,"  said  the  Fish, 
"With  my  little  dish; 
I  caught  his  blood." 


"Who'll  make  his  shroud?" 
"I"  said,  the  Beetle, 
"With  my  thread  and  needle; 
I'll  make  his  shroud." 


"Who'll  dig  his  grave?" 
"I,"  said  the  Owl, 
"With  my  spade  and  shovel ; 
(showl) 
I'll  dig  his  grave." 


"Who'll  carry  the  link?" 

(torch) 
"I,"  said  the  Linnet, 
"I'll  find  it  in  a  minute; 
I'll  carry  the  link." 


"Who'll  be  chief  mourner?" 
"I,"  said  the  Dove, 
"I  mourn  for  my  love; 
I'll  be  chief  mourner." 


"Who'll  bear  the  pall?" 
"We,"  said  the  Wren, 
Both  the  cock  and  the  hen, 
"We'll  bear  the  palL" 


"Who'll  sing  the  psalm?" 
"I,"  said  the  Thrush, 
As  he  sat  in  the  bush, 
"I'll  sing  the  psalm." 


"Who'll  be  the  parson?'^ 
"I,"    said   the    Rook, 
"With  my  little  book; 
I'll  be  the  parson." 


"Who'll  toll  the  bell?" 
"I,"  said  the  Bull, 
"Because  I  can  pull; 

And  so.  Cock  Robin,  farewell !'' 


"Who'll  be  the  clerk?"  (dark) 
"I,"  said  the  Lark, 
"If  it's  not  in  the  dark; 
ril  be  the  clerk." 


All  the  birds  of  the  air 
Fell  to  sighing  and  sobbing. 

When  they  heard  the  bell  toll 
For  poor  Cock  Robin. 


WRITTEN    ENGLISH 


141 


lO 


Old  Mother  Goose,  when 
She  wanted  to  wander, 

Would  ride  thru  the  air 
On  a  very  fine  gander. 


Then  Jack  went  a-courting 

A  lady  so  gay, 
As  fair  as  the  lily, 

And  sweet  as  the  May. 


Mother  Goose  had  a  house, 
'Twas  built  in  a  wood. 

Where  an  owl  at  the  door 
For  a  sentinel  stood. 

She  had  a  son  Jack, 
A  plain-looking  lad. 

Who  was  not  very  good 
Nor  yet  very  bad. 

She  sent  him  to  market, 
A  live  goose  he  bought; 
**Here,  Mother,"  says  he, 
"It  won't  go  for  naught." 

Jack's  goose  and  her  gander, 
They  grew  very  fond; 

They'd  both  eat  together, 
Or  swim  in  one  pond. 

Jack  found  on  one  morning. 
As  I  have  been  told, 

His  old  goose  had  laid  him 
An  egg  of  pure  gold. 

Jack  ran  to  his  mother 
The  news  for  to  tell; 

She  called  him  a  good  boy, 
And  said  it  was  well. 


But  old  Mother  Goose 
That  instant  came  in, 

And  turned  her  son  Jack 
Into  famed   Harlequin. 

She  then  with  her  wand 
Touched  the  lady  so  fine. 

And  turned  her  at  once 
Into  sweet  Columbine. 

Jack  sold  his  gold  egg 
To  a  rascal  called  Lew, 

Who  cheated  him  out  of 
The  half  of  his  due. 

The  gold  egg  into  the  sea 
Was  quickly  thrown  then. 

When  Jackie  jumped  in 
And  got  it  again. 

But  Lew  got  the  goose,  which 
He  vowed  he  would  kill, 

Resolving   at   once 
His  pockets  to  fill. 

Jack's  mother  came  in 
And  caught  the  goose  soon. 

And  mounting  its  back 
Flew  up  to  the  moon. 


17 

To  make  your  candles  last  for  aye. 
You  wives  and  maids,  give  ear-o! 

To  put  them  out's  the  only  way. 
Says  honest  John  Boldero. 


142 


WRITTEN    ENGLISH 


18 

The  Babes  in  the  Wood 

My  dears,   do  you   know 

That  a  long  time  ago 
Two  poor  little  children, 

Whose  names  I  don't  know, 
Were  stolen  away 

On  a  fine  summer's  day, 
And  left  in  a  wood. 

As  I've  heard  people  say. 

And  when  it  was  night. 

So  sad  was  their  plight, 
The  sun,  it  went  down. 

And  the  moon  gave  no  light ! 
They  sobbed,  and  they  sighed, 

And  they  bitterly  cried. 
And  the  poor  little  things. 

They  lay  down  and  died. 

And  when  they  were  dead. 

The  robins  so  red 
Brought  strawberry  leaves. 
And  over  them  spread; 
And  all  the  day  long 

The  green  branches  among 
They  prettily  whistled, 

And  sang  them  this  song: 

"Poor  babes  in  the  wood! 
Poor  babes  in  the  wood! 
Oh,  don't  you  remember 
The  babes  in  the  wood?" 

19 

Hi,  diddle,  dout, 

My  candle's   out. 
My  little  maid  is  not  at  home; 

Saddle  my  hog. 

And  bridle  my  dog, 
And  fetch  my  little  maid  home. 


20 

Cross-patch, 

Draw  the  latch, 
Sit  by  the  fire,  and  spin; 

Take  a  cup, 

And  drink  it  up, 
Then  call  your  neighbors  in. 

21 

Little  Robin  Redbreast 

Sat  upon   a  tree; 
Up  went  Pussy-cat, 

Down  went  he; 
Down   went    Pussy-Cat, 

Away  Robin   ran; 
Says  little  Robin  Redbreast, 
''Catch  me,  if  you  can!" 

Little  Robin  Redbreast 

Jumped  upon  a  wall; 
Pussy-cat  jumped  after  him. 

And  almost  got  a  fall; 
Little  Robin  chirped  and  sang; 

What  did   Pussy  say? 
Pussy-cat  said,   "Mew," 

And  Robin  hopped  away. 

22 

Hickery,  dickery,  dock. 
The  mouse  ran  up  the  clock; 
The   clock   struck   one. 
The  mouse  ran  down, 
Hickery,  dickery,  dock. 

23 

Dickery,  dickery,   dare. 
The  pig  flew  up  in  the  air; 
The  man   in  brown 
Soon  brought  him  down, 
Dickery,  dicker}^,  dare. 


WRITTEN    ENGLISH 


143 


24 

Friday  night*s  dream 
On  the  Saturday  told, 

Is  sure  to  come  true, 
Be  it  never  so  old. 

25 

A  red  sky  at  night 

Is  the  shepherd's  delight; 
A  red  sky  in  the  morning 

Is  the  shepherd's  warning. 

26 

Cuckoo,   cuckoo, 
What  do  you  do? 
"In  April 
I  open  my  bill; 
In   May 

I  sing  night  and  day; 
In  July 
Away  I  fly; 
In  August 
Go  I  must." 

27 

Yankee  Doodle  came  to  town, 
Mounted  on  a  pony; 

He  stuck  a  feather  in  his  cap, 
And  called  it  macaroni. 

Yankee  Doodle  came  to  town, 
Yankee   Doodle   dandy, 

He  stuck  a  feather  in  his  cap. 
And  called  it  sugar-candy. 

28 

Bobby  Shaftoe's  gone  to  sea. 
Silver  buckles  on  his  knee; 
He'll  come  back  and  marry  me^ 
Pretty  Bobby  Shaftoe. 

Bobby  Shafoe's  fat  and  fair, 
Combing  down  his  yellow  hair; 
He's  my  love  for  ever  mair, 
Pretty  Bobby  Shaftoe. 


29 

As  I  went  to  Bonner, 

I   met   a  pig 

Without  a  wig, 
Upon  my  word  and  honor. 

30 

The  barber  shaved  the  mason. 
And,    as    I    suppose. 
Cut  off  his  nose, 

And  popped  it  in  the  basin. 

31 

The  cuckoo's  a  fine  bird; 

He  sings  as  he  flies; 
He  brings  us  good  tidings; 

He  tells  us  no  lies. 

He  sucks  little  birds'  eggs 
To  make  his  voice  clear; 

And  when  he  sings  "Cuckoo!" 
The  summer  is  near. 

32 

There  were  two  blackbirds 

Sitting    on    a   hill. 
The  one  named  Jack, 

The  other  named  Jill; 
Fly  away,  Jack! 

Fly  away,  Jill! 
Come   again,  Jack! 

Come  again,  Jill! 

33 

What  do  I  see? 
A  bumble-bee 
Sit  on  a  rose. 
And  wink   at  me! 
What  do  you  mean 
By,  "Hum,  hum,  hum"? 
If  you're  calling  me, 
I  dare  not  come. 


144  WRITTEN    ENGLISH 


34 

Fa,  fe,  fi,  fo,  fum! 

I  smell  the  blood  of  an  Englishman; 

Be  he  alive,  or  be  he  dead, 

I'll  grind  his  bones  to   make  me  bread. 


35 

There  was   a  little  man, 

And  he  had  a  little  gun. 
And  his  bullets  were  made  of  lead,  lead,  lead; 

He  went  to  the  brook, 

And  saw  a  little  duck, 
And  shot  it  right  thru  the  head,  head,  head. 

He  carried  it  home 

To  his  old  wife  Joan, 
And  bade  her  a  fire  to  make,  make,  make. 

To  roast  the  little  duck 

He  had  shot  in  the  brook, 
And  he'd  go  fetch  her  the  drake,  drake,  drake. 


30 

I  saw  a  ship   a-sailing, 

A-sailing  on  the   sea; 
And   oh,   it  was   all   laden 

With  pretty   things   for  thee! 
There  were  comfits  in  the  cabin, 

And   apples   in  the  hold; 
The   sails  were   made   of  silk. 

And   the   masts   were   made   of   gold. 

The  four-and-twenty  sailors, 

That  stood  between  the  decks. 
Were   four-and-twenty  white  mice, 

With  chains  about  their  necks; 
The  captain  was  a  duck. 

With  a  packet  on  his  back; 
And  when  the  ship  began  to  move, 

The  captain  said,   ''Quack,  quack!" 


WRITTEN    ENGLISH  145 


37 

A  farmer  went  trotting 
Upon  his   gray   mare, 

Bumpety,  bumpety,  bump! 
With  his  daughter  behind  him 
So  rosy  and  fair, 

Lumpety,  lumpety,  lump! 

A  raven  cried,  "Croak!" 

And  they  all  tumbled  down, 
Bumpety,  bumpety,  bump! 
The  mare  broke  her  knees. 
And  the  farmer  his  crown, 
Lumpety,  lumpety,  lump! 

The  mischievous  raven 
Flew  laughing  away, 

Bumpety,  bumpety,  bump! 
And  vowed  he  would  serve  them 
The  same  the  next  day, 
Lumpety,  lumpety,  lump! 

38 

*'Where  are  you  going,  my  pretty  maid?" 
*Tm  going  a-milking,  sir,"  she  said. 

"May  I  go  with  you,  my  pretty  maid?" 
"You're  kindly  welcome,  sir,"  she  said. 

"What  is  your  father,   my  pretty  maid?" 
"My  father's  a  farmer,  sir,"  she  said. 

"Say,  will  you  marry  me,  my  pretty  maid?" 
"Why,  yes,  perhaps,  kind  sir,  I  may.^ 

"What  is  your  fortune,  my  pretty  maid?" 
"My  face  is  my  fortune,  sir,"  she  said. 

"Then  I  can't  marry  you,  my  pretty  maid." 
"Nobody  asked  you,  sir,"  she  said. 


146  WRITTEN    ENGLISH 


39 

I  had   a  little  husband, 

No  bigger  than  my  thumb; 

I   put   him   in   a   pint-pot, 
And  there  I  bid  him  drum. 

I   bought    a   little   horse 

That  galloped  up  and  down; 

I  bridled  him,  and  saddled  him, 
And  sent  him  out  of  town. 

I  gave  him  some  garters 

To  gather  up  his  hose, 
And  a  little  pocket-handkerchief 

To  wipe  his  pretty  nose. 

40 

There  was  an  old  woman,  as  I've  heard  tell, 
She  went  to  market  her  eggs  for  to  sell; 
She  went  to  market  all  on  a  market-day. 
And  she  fell  asleep  on  the  king's  highway. 

There  came  by  a  peddler  whose  name  was  Stout, 
He  cut  her  petticoats  all  round  about; 
He  cut  her  petticoats  up  to  her  knees. 
Which  made  the  old  woman  to  shiver  and  freeze. 

When  this  little  woman  first  did  awake. 
She  began  to  shiver,  and  she  began  to  shake; 
She  began  to  wonder,  and  she  began  to  cry, 
*Xauk-a-mercy  on  me,  this  is  none  of  I!" 

"But  if  It  be  I,  as  I  do  hope  it  be, 
I've   a  little  dog   at  home,   and  he'll  know  me; 
If  it  be  I,  he'll  wag  his  little  tail. 
And  if  it  be  not  I,  he'll  loudly  bark  and  wail." 

Home  went  the  little  woman  all  In  the  dark. 
Up  got  the  little  dog,  and  he  began  to  bark; 
He  began  to  bark,   so  she  began   to   cry, 
"Lauk-a-mercy  on  me;   this  is  none  of  I!" 


WRITTEN    ENGLISH  147 


41 


Three  little  boys  a-sllding  went 

All  on  a  summer's  day; 
The  ice  proved  thin,  they  all  fell  in, 

The  rest,  they  ran  away. 

Now  had  these  children  been  at  home, 

Or  sliding  on  dry  ground, 
Ten  thousand  pounds  to  one  penny 

They  had  not  all  been  drowned. 

You,  parents,  all  that  children  have, 
And  you,  too,  that  have  none. 

If  you  would  keep  them  safe  abroad, 
Pray  keep  them  safe  at  home. 


42 

Simple  Simon  met  a  pieman 

Going  to  the  fair; 
Said  Simple  Simon  to  the  pieman, 
"Let  me  taste  your  ware." 

Said  the  pieman  to  Simple  Simon, 

"Show  me  first  your  penny." 
Said  Simple  Simon  to  the  pieman, 

"Indeed,  I  have  not  any." 

Simple  Simon  went  a-fishing 

For  to  catch  a  whale; 
All  the  water  that  he  had 

Was  in  his  mother's  pail. 

Simple  Simon  went  to  look 

If  plums  grew  on  a  thistle; 
He  pricked  his  fingers  very  much. 

Which  made  poor  Simon  whistle. 

43 

Pinching,  plodding  Peter  Glide  labored  hard  for  money; 
When  he  got  it,  then  he  died,  and  left  it  all  to  sonny. 


148  WRITTEN    ENGLISH 


44 

The  north  wind  doth  blow, 
And  we  shall  have  snow, 
And  what  will  the  robin  do  then, 
Poor  thing? 

He  will  hop   to  the  barn, 
And  keep  himself  warm. 
And  hide  his  head  under  his  wing, 
Poor  thing! 


The  north  wind  doth  blow, 
And  we  shall  have  snow, 
And  what  will   the   honey-bee   do, 
Poor  thing? 

In  her  hive  she  will  stay. 
Till   the    cold's   passed    away. 
And  then  she'll  come  out  in  the  spring, 
Poor  thing! 


The  north  wind  doth  blow. 
And  we  shall  have  snow, 
And  what  will  the  dormouse   do  then, 
Poor  thing? 

Rolled  up  like  a  ball. 
In  his  nest  snug  and  small, 
He'll  sleep  till  warm  weather  comes  back. 
Poor  thing! 


The  north  wind  doth  blow. 
And  we  shall  have  snow. 
And  what  will  the  children  do  then. 
Poor  things? 

When  lessons  are  done, 
They'll  jump,  skip,  and  run. 
And  that's  how  they'll  keep  themselves  warm. 
Poor   things ! 


WRITTEN    ENGLISH  149 

45 

When  good  King  Arthur  ruled  this  land 

He  was  a  goodly  king; 
He  stole  three  pecks  of  barley-meal 

To  make  a  bag-pudding. 

A  bag-pudding  the  king  did  make, 

And  stuffed  it  well  with  plums, 
And  in  it  put  great  lumps  of  fat 

As   big   as   my   two   thumbs. 

The  king  and  queen  did  eat  thereof, 

And  noblemen  beside; 
And  what  they  could  not  eat  that  night 

The  queen   next   morning  fried. 

40 

Little   Bo-peep  has   lost  her  sheep, 

And  can  not  tell  where  to  find  them; 
Leave  them   alone,   and  they'll  come  home, 

And  bring  their  tails  behind  them. 

Little  Bo-peep  fell  fast  asleep. 

And  dreamt  she  heard  them  bleating;  , 
But  when  she  awoke,  she  found  it  a  joke, 

For  still  they  all  were  fleeting. 

Then  up  she  took  her  little  crook. 

Determined  for  to  find  them; 
She  found  'em  indeed,  but  it  made  her  heart  bleed. 

For  they'd  left  their  tails  behind  'em. 

It  happened  one   day,   as   Bo-peep  did   stray 

Unto  a  meadow  hard  by. 
There  she  espied  their  tails,  side  by  side. 

All  hung  on  a  tree  to  dry. 

Then  she  heaved  a  sigh,  and  wiped  her  eye. 

And  ran  o'er  hill  and  dale-o, 
And  tried  what  she  could,  as  a  shepherdess  should, 

To  tack  to  each  sheep  its  tail-o. 


150  WRITTEN    ENGLISH 

47 

The  Bells  of  London  Town 

Gay  go  up,   and  gay  go  down, 

To  ring  the  bells  of  London  town. 
''Bull's  eyes  and  targets," 

Say  the  bells  of  Saint  Marg'ret's. 
"Brickbats  and  tiles," 

Say  the  bells  of  Saint  Giles'. 
''Halfpence  and  farthings," 

Say  the  bells  of  Saint   Martin's. 
**Oranges  and  lemons," 

SayJ:he  bells  of  Saint  Clement's. 
"Pancakes  and  fritters," 

Say  the  bells  of  Saint  Peter's. 
"Two  sticks  and  an  apple," 

Say  the  bells  of  Whitechapel. 
"Old  Father  Baldpate," 

Say  the  slow  bells  of  Aldgate. 
"Pokers   and  tongs," 

Say  the  bells  of  Saint  John's. 
"Kettles   and   pans," 

Say  the  bells  at  Saint  Anne's. 
"You  owe  me  ten  shillings," 

Say  the  bells  at  Saint  Helen's. 
"When  will  you  pay  me?" 

Say  the  bells  at  Old  Bailey. 
"When  I  grow  rich," 

Say  the  bells  at  Shoreditch. 
"Pray,  when  will  that  be?" 

Say  the  bells  of  Stepney. 
"I   am  sure   I   don't   know," 

Says  the  great  bell  of  Bow. 

48 

Rub-a-dub-dub, 
Three  men  in  a  tub, 
,    And  who  do  you  think  they  be? 
The  butcher,  the  baker, 
The  candlestick-maker. 
Turn   'em   out,   knaves   all   three! 


WRITTEN    ENGLISH  151 

49 

Mary  had  a  little  lamb, 

Its  fleece  was  white  as  snow; 
And  everywhere  that  Mary  went 

The  lamb  was  sure  to  go. 


It  followed  her  to  school  one  day, 
Which  was   against  the  rule; 

It  made  the  children  laugh  and  play 
To  see  a  lamb  at  school. 


And  so  the  teacher  turned  him  out, 
But  still  he  lingered  near, 

And  waited  patiently  about 
Till  Mary  did  appear. 


And  then  he  ran  to  her,  and  laid 
His  head  upon  her  arm, 

As  if  he  said,  'Tm  not  afraid; 
You'll  keep  me  from  all  harm." 


''What  makes  the  lamb  love  Mary  so?" 

The  eager  children  cry. 
"Oh,  Mary  loves  the  lamb,  you  know," 

The  teacher  did  reply. 

And  you  each  gentle  animal 

In  confidence  may  bind, 
And  make  them  follow  at  your  will, 

If  you   are  only  kind. 


50 

Star  light,  star  bright, 

First  star  I've  seen  tonight, 

I  wish  I  may,  I  wish  I  might 
Have  the  wish  I  wish  tonight! 


152  WRITTEN    ENGLISH 

51 

There  was  an  old  man  who  lived  In  a  wood, 

As  you  may  plainly  see; 
He  said  he  could  do  as  much  work  In  a  day 
As  his  wife  could  do  in  three. 
"With  all  of  my  heart,"  the  old  woman  said, 
"If   that  you  will   allow 
Tomorrow  to  stay  at  home  In  my  stead, 
And  I'll  go  drive  the  plow. 

"But  you  must  milk  the  Tidy  cow. 
For  fear  that  she  go  dry; 
^~d  you  must  feed  the  little  pigs 
That  are  within  the  &ty; 
d  you  must  mind  the  speckled  hen. 
For  fear  she'll  lay  away; 
And  you  must  reel  the  spool  of  yarn 
That   I   spun  yesterday." 


And 
And 


The  old  woman  took  a  staff  in  her  hand. 

And  went  to   drive  the   plow; 
The  old  man  took  a  pail  in  his  hand. 

And  went  to  milk  the  cow; 
But  Tidy  hinched,  and  Tidy  flinched. 

And  Tidy  broke  his  nose; 
And  Tidy  gave  him  such  a  blow 

That  the  blood  ran  down  to  his  toes. 

"HI,  Tidy!  ho.  Tidy! 

Hi,  Tidy,  do  stand  still! 
If  ever  I  milk  you.  Tidy,   again, 

'Twill  be  sore  against  my  will." 
He  went  to   feed  the   little   pigs 

That  were  within  the  sty; 
He  hit  his  head  against  the  beam. 

And  he  made  the  blood  to  fly. 

He  went  to  mind  the  speckled  hen, 

For  fear  she'd  lay  astray. 
And  he  forgot  the  spool  of  yarn 

His   wife   spun   yesterday. 
When  his  wife  came  home,  her  field-work  done. 

He  told   her  how  wrong  he'd   been, 
And  should  she  ne'er  do  a  day's  work  in  her  life, 

He'd  never  complain  again. 


WRITTEN    ENGLISH  153 

52 

Cock  Robin's  Courtship 

'Twas  on  a  merry  time,  when  Jenny  Wren  was  young, 
So  neatly  as  she  danced,  and  so  sweetly  as  she  sung, 
Robin  Redbreast  lost  his  heart,  for  he  was  a  gallant  bird; 
So  he  doffed  his  hat  to  Jenny  Wren,  requesting  to  be  heard. 


"O  dearest  Jenny  Wren,  if  you  will  but  be  mine. 
You  shall  dine  on  cherry-pie,  and  drink  new  currant-wine. 
I'll  dress  you  like  a  goldfinch  or  any  peacock  gay; 
So  if  you'll  have  me,  Jenny,  let  us  appoint  the  day!" 


Jenny  blushed  behind  her  fan,  and  thus  declared  her  mind, 
''Since,  dearest  Bob,  I  love  you  well,  I  take  your  offer  kind; 
Cherry-pie  is  very  nice,  and  so  is  currant-wine; 
But  I  must  wear  my  plain  brown  gown,  and  never  go  too  fine.*' 


Robin  Redbreast  rose  up  early,  all  at  the  dawn  of  day, 
And  he  flew  to  Jenny  Wren's  house  to  sing  a  roundelay; 
He  met  the  Cock  and  Hen,  and  bade  the  Cock  declare 
This  was  his  wedding-day  with  Jenny  Wren,  the  fair. 


The  Cock  then  blew  his  horn  to  let  the  neighbors  know 
This  was  Robin's  wedding-day,  and  they  might  see  the  show. 
And  first  came  Parson  Rook,  with  his  spectacles  in  hand, 
And  one  of  Mother  Hubbard's  books  he  held  within  his  hand. 


Then  followed  him  the  Lark,  for  he  could  sweetly  sing, 
And  he  was  to  be  the  clerk  at  Cock  Robin's  wedding; 
He  sang  of  Robin's  love  for  little  Jenny  Wren, 
And  when  he  came  upon  the  end,  then  he  began  again. 

The  Goldfinch  came  on  next  to  give  away  the  bride; 
The  Linnet,  being  bridesmaid,  walked  by  Jenny's  side; 
And  as  she  was  a-walking,  she  said,  "Upon  my  word, 
I  think  that  your  Cock  Robin  is  a  very  pretty  bird." 


154  WRITTEN    ENGLISH 

The  Blackbird  and  the  Thrush  and  charming  Nightingale, 
Whose  sweet  *'jug"  clearly  echoes  thru  every  grove  and  dale, 
The  Sparrow  and  Tomtit,  and  many  more  were  there. 
All  come  to  see  the  wedding  of  Jenny  Wren,  the  fair. 


The  Bullfinch  walked  by  Robin,  and  thus  to  him  did  say, 
*Tray,   mark,  friend   Robin  Redbreast,   that  Goldfinch  dressed 

so  gay! 
What  tho  her  gay  apparel  becomes  her  very  well. 
Yet  Jenny's  modest  dress  and  look  must  bear  away  the  bell." 


Then  came  the  bride  and  bridegroom,  quite  plainly  was  she 

dressed. 
And  blushed  so  much  her  cheeks  were  as  red  as  Robin's  breast. 
But  Robin  cheered  her  up:     ''My  pretty  Jen,"  said  he, 
"We're  going  to  be  married,  and  happy  we  shall  be." 


**And  will  you  have  her,  Robin,  to  be  your  wedded  wife?" 
"Yes,  I  will,"  says  Robin,  "and  love  her  all  my  life." 
"And  will  you  have  him,  Jenny,  your  husband  now  to  be?" 
"Yes,  I  will,"  says  Jenny,  "and  love  him  heartily." 


Then  on  her  finger  fair  Cock  Robin  put  the  ring; 
"You're    married    now,"    says    Parson    Rook,    while   the    Lark 

aloud  did  sing; 
"Happy  be  the  bridegroom,   and  happy  be  the  bride! 

And  may  not  man  nor  bird  nor  beast  this  happy  pair  divide!'* 


The  birds  were  asked  to  dine, — not  Jenny's  friends  alone, 
But  every  pretty  songster  that  had  Cock  Robin  known; 
They  had  a  cherry-pie  besides  some  currant-wine, 
And    every    guest    brought    something,    that    sumptuous    they 
might  dine. 


WRITTEN    ENGLISH  155 

Now  they  all  sat  or  stood  to  eat  and  also  drink, 
And  everybody  said  what  he  happened  to  think; 
They  each  took  a  bumper,  and  drank  unto  the  pair. 
Cock  Robin,  the  bridegroom,  and  Jenny  Wren,  the  fair. 

The  dinner  things  removed,  they  all  began  to  sing, 

And  soon  they  made  the  place  near  a  mile  around  to  ring; 

The  concert,  it  was  fine,   and  every  birdling  tried 

Who  best  should  sing  for  Robin  and  Jenny  Wren,  the  bride. 

When  in  came  the  Gickoo,  and  made  a  great  rout, 
And  caught  a  hold  of  Jenny,  and  pulled  her  about; 
Cock  Robin  was  angry,  and  so  was  the^ftarrow, 
Who  fetched  in  a  hurry  his  bow  and  his  arrow. 

His  aim  then  he  took,  but  he  took  it  not  right; 

His  skill  was  not  good,  or  he  shot  in  a  fright; 

For  the  Cuckoo  he  missed,  but  Cock  Robin  he  killed, — 

And  all  the  birds  mourned  that  his  blood  was  so  spilled. 

53 

*Sneeze  on  Monday,  sneeze  for  danger; 
Sneeze  on  Tuesday,  kiss  a  stranger; 
Sneeze  on  Wednesday,  receive  a  letter; 
Sneeze  on  Thursday,  something  better; 
Sneeze  on  Friday,   sneeze   for  sorrow; 
Sneeze  on  Saturday,  your  sweetheart  tomorrow; 
Sneeze  on  Sunday,  your  safety  seek, 
The  devil  will  have  you  the  rest  of  the  week. 

,  54 

*Cut  your  nails  Monday,  you  cut  them  for  news; 
Cut  them  on  Tuesday,  a  new  pair  of  shoes; 
Cut  them  on  Wednesday,   you   cut   them   for   health; 
Cut  them  on  Thursday,  you  cut  them  for  wealth; 
Cut  them  on  Friday,  you  cut  them  for  woe; 
Cut  them  on  Saturday,   a  journey  you'll  go; 
Cut  them  on  Sunday,  you  cut  them  for  evil, 
All  the  week  you'll  be  ruled  by  the  devil. 

♦These  rimes   show  the   general   superstition,   believed   by  our  forefathers,    that   it 
was   unlucky   to   do   or   to   commence   a   piece   of   work   on   Sunday. 


SUMMARY  OF  RULES 

RULE  LESSON 

1  Begin  every  proper  name  with  a  cap 1 2 

2  Begin  every  v^^ritten  sentence  with  a  cap 3 4 

3  Place  the  period  after  every  written  sentence,  if  the 
sentence  makes  a  statement  in  a  matter-of-fact  way     3 — -4 

4  Place  the  question-mark  after  every  written  question  5 

5  Place  the  exclamation  mark  after  every  exclamatory 
sentence  or  exclamatory  expression 6 

6  Always  write  the  word  /  as  a  cap 7 

7  Begin  every  line  of  verse  with  a  cap 8 9 

8  The  comma  is  sometimes  used  between  very  short 
sentences 10 

9  The  semicolon  is  often  used  between  short  and  very 
closely  related  sentences 11 

10  In  writing  verse,  aline  riming  lines 12 — 13 

11  In  writing  names,  show  possession  by  the  apostrophe 
with  s,  or  by  the  apostrophe  alone,  according  to  the 
special    case 14 — 16 

12  Use  the  apostrophe  in  contractions  to  show  the  omis- 
sion of  one  or  more  letters .  17 — 19 

13  Use  the  hyphen  to  join  two  or  more  words  into  one  20 — 21 

14  Independent  statements,  not  complete  in  themselves, 

are  separated  by  commas,  or  less  often  by  semicolons  22 — 33 

15  Set  off  by  commas  names  used  in  direct  address. . . .  34 — 37 

16  Set  off  by  commas  appositives  of  more  than  one  word  38 — 41 

17  After  an  interjection  which  is  not  emphatic,  use  the 
comma;  after  an  interjection  which  is  emphatic,  use 

the  exclamation  point 42 — 46 

18  Any  word  or  group  of  words  may  be  used  as  a  com- 
plete  exclamation,   and  should   then  be   followed  by 

the  exclamation  point 47 — 48 

19  Always  write  the  word  O  as  a  cap  without  a  point 

after  it. 49—50 


WRITTEN  ENGLISH  157 

20  Use  the  comma  to  separate  the  members  of  a  series, 
unless  the  members  are  joined  by  and,  or,  nor,  or  a 
similar  word .  , 5 1 — 57 

21  When  a  subject  of  thought  is  repeated  for  emphasis, 

use  the  comma  to  mark  the  repetition 58 — 62 

22  Set  off  by  commas  a  descriptive  word-group,  unless 
closely  connected 63 — 66 

23  Set  off  by  commas  word-groups  of  time  or  place, 
unless  .closely   connected 67 — 76 

24  Set  off  by  commas  a  word-group  expressing  a  con- 
dition     77 — 82 

25  Set  off  by  commas  a  word-group  showing  cause  or 
reason 83 — 91 

26  Point  off  a  contracted  statement  as  if  it  were  given  in 

full 92-106 

27  Set  off  by  commas  a  parenthetical  word  or  word- 
group     107-108 

28  Begin  a  direct  quotation  with  a  cap,  set  it  off  by 
commas,  and  inclose  it  in  quotes 109-123 

29  Begin  an  indirect  quotation  with  a  cap,  and  set  it  off 

by  commas,  but  do  not  enclose  it  in  quotes 124 

30  Use  the  dash  to  mark  a  sudden  break  in  thought. . .         125 

31  Use  the  dash  to  mark  a  long  pause  intended  for  effect         126 

32  Underscore  once  for  italics,  twice  for  small  caps,  and 

three  times   for  large   caps 127 

33  Use  the  grave  accent  to  mark  an  extra  syllable  not 
usually  pronounced 128 

34  Show  the  plural  form  of  letters,  characters,  and 
marks,  by  adding  the  apostrophe  and  s 129 

35  Use  the  colon  before  long  or  formal  quotations 130-131 

36  Use  the  colon  before  a  group  of  words  which  define 

or  explain  a  more  general  term 132 

37  Use  the  comma  to  show  the  omission  of  words  neces- 
sary to  the  complete  sense 133 

38  Place  the  period  after  every  abbreviation  or  initial, 

but  avoid  the  use  of  abbreviations,  if  possible 134 


158  WRITTEN    ENGLISH 

ADDITIONAL  RULES  FOR  OLDER  PUPILS 

Rule  39     Use  commas  to  set  off  the  absolute  construction. 
Illustrations : 

A  shower  coming  up   suddenly,  they   ran  home. 
They  hurried  home,  the  storm  being  near. 

Rule  40  Use  the  semicolon  before  the  words  AS,  namely, 
or  THUS,  introducing  examples. 

After   these   words,    the    comma   is    most   often   found,    tho 
namely  is  sometimes  followed  by  the  colon. 
Illustrations: 

Colloquialisms  are  often  mere  mispronunciations;  as,  kin 
for  can,  git  for  get,  and  so  on; 

The  great  oceans  are  five;  namely:  Atlantic,  Pacific, 
Indian,   Arctic,    and  Antarctic. 

Rule  41  Use  parentheses  to  inclose  authorities  referred 
to,  but  not  directly   quoted. 

Illustration:  There  is  plenty  of  good  authority  for  the 
use  of  the  expression  **he  don't."  (See  the  Oxford  dic- 
tionary.) 

Rule  42  Use  brackets  to  inclose  words  not  in  the  original 
text;  also  the  words  "continued''  or  "to  be  continued*'  at  the 
beginning  or  end  of  a  story  or  chapter. 

Illustration:     X,  Y,  Z,  and  k  [pronounced  am'per-sand] 
All  wished  for  a  piece  in  hand. 

Rule  43  Use  three  periods  (continuation  dots)  to  mark  the 
omission  of  something  you  wish  to  be  understood  or  included. 

Illustration:     He   follows  his  nose 
Wherever  he  goes. 

He  ,  ,   .  goes  Is  understood  to  Include  the  whole  couplet. 

Rule  44     Use  the  comma  after  a  sentence   or  a  quotation 
which  is  itself  used  as  the  subject  of  a  sentence. 
Illustration:     Whatever  is,  is  right. 

Rule  45  Apposition  is  best  shown  by  the  comma  and  dash, 
whenever  the  appositive  is  in  the  nature  of  a  series, 

Illustrcitlon:  He  Is  accurate  In  all  the  least  points  of 
composition, — indention,   spelling,   caps,   and  points. 


APPENDIX 


NOTES  FOR  THE  TEACHER 

IN  GENERAL 

The  rimes  of  this  book  bear  the  name  of  Mother  Goose, 
chiefly  by  courtesy.  Most  of  them  are  published  in  Eng- 
land under  the  title  "Nursery  Rimes,"  and  they  were  current 
there  long  before  Mother  Goose  was  born.  It  is  generally 
understood  that  the  name  as  we  use  it  signifies  compilation 
rather  than  authorship. 

Pupils  who  can  not  memorize — and  a  few  such  may  be 
found  in  any  class — should  copy  verbatim  et  literatim  et 
punctuatim. 

Lesson  6 

1  The  question  must  now  for  a  time  be  asked  of  every 
sentence:  Is  this  a  statement,  a  question,  or  an  exclamation? 
If  the  words  are  uttered  with  marked  emotion,  or  feeling,  the 
period  and  the  question-mark  will  give  way  to  the  more 
important  exclamation  point.  A  simple  request  in  imperative 
form  will  be  followed  by  the  period,  but,  in  general,  com- 
mands imply  emotion. 

2  The  terms  subject  and  predicate  may  be  used  at  the 
discretion  of  the  teacher,  but  the  term  predicate,  if  used, 
must  be  considered  as  the  complete  predicate  of  the  gram- 
mars, including  objects  and  modifiers  of  every  kind. 

Lessons  7  and  QS 

The  name  Gill,  or  Jill,  often  met  in  early  rimes,  is  a 
nickname  for  Gilian  (another  form  of  Juliana,  feminine  of 
Julius),  This  name  was  once  used  almost  as  the  equivalent 
of  girl,  just  as  Jack  was  often  used  for  boy.  An  old  rime 
says : 

Every  Jack  shall  have  his  Jill. 

The  study  of  proper  names  is  an  unfailing  source  of 
interest  to  young  or  to  old.  Volumes  fot  reference  on  place- 
names  and  on  other  surnames  should  be  in  every  school. 


160  WRITTEN    ENGLISH 

Kin  at  the  end  of  a  name  means  little.  The  s  at  the 
end  of  English  names  marks  a  patronymic  (father's  name) 
as  does  also  son.  Thus,  Davids  and  Davidson,  Davis  and 
Davies,  all  mean  the  son  of  David.  Tompkins  means  the 
son  of  the  little  Tom.  Rick  is  a  variant  of  Rich,  or  Dick, 
and  the  syllables  en  and  el  are  diminutives,  so  that  we 
have  an  immense  number  of  names  all  coming  from  Richard. 
Thus,  Dixon  is  seen  to  be  Dick's  son.  A  similar  story  might 
be  told  of  the  name  William. 

In  Welsh  names,  ap,  meaning  son  of,  has  in  many  cases 
lost  the  a,  while  the  p  has  grown  fast  to  the  last  name;  thus, 
ap  Rhys  becomes  Price. 

De  in  French  names,  von  in  German,  van  in  Dutch,  O'  in 
Irish,  all  mean  of,  and  may  point  to  an  estate  when  the 
name  was  given.  Mack,  Mac,  Mc,  or  M'  marks  an  Irish  or 
a  Scottish  name. 

In  Russian  and  Polish  names  we  meet  witz,  vitch,  and 
sky,  or  ski,   all  patronymics.     Many  other  endings  may  be 
found   by   consulting   a  volume   treating   on   this  interesting 
subject. 
Lesson  g 

In  every  written  exercise  of  more  than  one  line,  the 
teacher  should  see  that  her  pupils  indent  properly.  The  in- 
dention of  the  rimes  is  to  be  followed  with  utmost  care. 
(As  preparation  for  study  of  this  subject,  see  that  it  is  prop- 
erly named.  The  term  indention  corresponds  to  the  verb 
indent.) 

Lesson  ii 

Diagonal  indention  is  a  pleasing  device,  by  which  couplets 
or  single  lines  appear  more  distinct.  In  general,  any  rime 
written  thus  might  equally  well  be  written  with  all  lines 
indented  alike.  A  rime  made  up  of  two  couplets  is  sel- 
dom, if  ever,  written  with  the  diagonal  indention. 

Lesson  12 

After  the  child  has  learned  to  count  the  beats  in  a  line, 
he  will  soon  be  able  to  make  his  own  lines  sing  after  the 
various  patterns  of  verse.  Very  often  a  slight  pause  marks 
the  omission  of  a  syllable,  as  if  the  writer  or  singer  thought 
a  syllable.  It  is  not  advisable  to  emphasize  the  details  of 
rhythm  with  young  children.  A  foot  is  the  smallest  division 
of  the  rhythm. 


WRITTEN    ENGLISH  161 

The  accent  may  come  equally  well  at  the  beginning  of 
a  line.  A  simple  treatment  of  the  subject  of  Versification 
by  Professor  Brander  Matthews,  of  Columbia  University, 
may  be  found  useful. 

Lesson  i6 

No  law  other  than  that  of  euphony,  or  agreeable  sound, 
governs  the  formation  of  possessives  and  plurals  ending  with 
s,  X,  z,  or  any  other  sibilant  sound.  Possessives  show  other 
relations  than  that  of  actual  possession,  as  the  term's  work. 

Lesson  ly 

Emphasis  must  be  put  by  the  teacher  upon  the  term  con- 
traction,  in  order  that  later  the  similar  term  contracted 
statement  may  not  be  misunderstood. 

Lesson  i8 

Children  who  think  that  the  child  meant  to  ask,  "May  I 
have  a  tulip?"  in  the  last  line,  should  be  allowed  to  use  the 
interrogation  point. 

Lesson  21  . 

The  compound  alright  has  been  growing  In  favor  steadily, 
and  will  soon  arouse  no  discussion.  It  is  a  compound 
analogous  with  almighty,  already,  and  so  forth,  and  children 
use  it  naturally.  It  is  taught  by  many  business  colleges  as 
a  proper  combination,  and  the  schools  might  as  well  cease 
wasting  time  in  trying  vainly  to  combat  its  use.  The  writer 
of  this  book  is  allowed  to  quote  Dr.  Caryl  B.  Storrs,  of 
The  Minneapolis  Tribune,  as  authority  for  its  use,  and 
Dr.  Storrs  has  used  alright  in  published  articles. 

Lesson  22 

1  Drill  upon  independent  statements  is  of  great  value, 
but  must  not  be  given  when  the  rime  includes  subordinate 
statements,  lest  confusion  result.  In  the  sentence  Birds  build 
nests,  the  independent  statement  and  the  sentence  are  one 
and  the  same.     The  conjunction  for  is  always  coordinate. 

2  The  Rule  of  Three  is  a  discarded  name  for  a  propor- 
tion in  which  the  first  number  is  to  a  second  as  a  second  is  to 
a  third. 

Lesson  28 

The  name  Jack  a'  Nory  is  shortened  from  Jack  of  (or 
at)    Norwich   (pronounced  nor'rij). 


162  WRITTEN    ENGLISH 

Lesson  4g 

The  capital  O  is  always  used  in  exclamation  together 
with  the  following  word  or  words. 

Note  that  grandpapa  s  must  be  accented  upon  the  last 
syllable. 

Lesson  5J 

Very  careful  speakers  and  writers  repeat  the  article  be- 
fore each  person  or  thing  named.  This  is  a  rule  of  rhetoric, 
not  of  grammar,  for  no  grammar  is  involved.  It  is  a  con- 
venience to  distinguish  in  this  way  between  one  or  more.' 
Thus  the  man  and  soldier  refers  to  one  man,  and  the  man 
and  the  soldier  refers  to  two  men.  However,  observance  of 
the  rule  is  by  no  means  universal. 

The  first  chapter  of  the  gospel   of  Saint  John  contains 
twenty-six  sentences  begun  with  an  and.     The  and  habit  is 
not  to  be  condemned. 
Lesson  S7 

Many  New  England  children  learned  the  two  last  lines 
of  the  rime  thus: 

X,  Y,   and  Uzzard 

Turned   the  old   apple-pie   into   a  buzzard. 
The    character    that    we    write    z    was    formerly    called 
uzzard  or  izzard. 
Lesson  6j 

It   must   be   understood   that  whenever    any   word-group 
consists   of  only   two   or   three   words,    the   comma   is   often 
omitted  merely  on  that  account.     The  longer  a  word-group, 
the  more  need  that  it  be  set  off  by  the  comma. 
Lesson  72 

Should  and  would  follow  in  the  main  the  uses  of  shall 
and  will.  Shall  and  will  in  the  first  person  imply  expecta- 
tion, while  will  and  would  imply  desire,  willing,  determina- 
tion, promise,  or  the  inevitable.  In  the  other  persons,  these 
meanings   are   reversed;  thus, 

I  or  we  shall  go   (expectation) ; 

I  or  we  will  go  (promise,  consent,  threat,  determination, 
or  the  inevitable)  ; 

he,  she,  you,  they  will  go  (expectation  on  the  part  of 
the  speaker)  ; 

he,  she,  you,  they  shall  go  (promise,  consent,  and  so 
forth,   on  the  part  of  the  speaker). 


WRITTEN    ENGLISH  163 

In  addition  should  may  mean  ought,  and  so  convey  the 
idea  of  duty,  while  would  may  imply  habit;  thus, 

You  should  obey  your  parents  (duty) ; 

She  would  sit  and  rock  for  hours  (habit). 

The  distinction  between  should  and  would  is  not  difficult, 
and  children  should  early  acquire  the  habit  of  saying  /  shall 
and  /  should  to  express  expectation. 
Lessons  77  and  78  and  gi 

These  lessons  emphasize  subjunctive  forms,  altho  this  is 
not  so  evident  in  the  first  lesson  as  in  the  other  two.  The 
teacher  may  well  give  a  little  time  to  such  drill  as  the  fol- 
lowing : 

If  I  juere  a  bird  (but  I  am  not  a  bird)  — 

If  a  wish  were  a.  horse   (but  it  is  not)  — 

If  a  turnip  were  a  watch   (but  it  can  never  be)  — 

If  an  //  or  an  and  were  a  pot  or  a  pan  (but  this  is  not  the 
case) — 

If  all  the  world  were  apple-pie  (but  it  is  not),  and  so  on. 
Without  using  the  term  subjunctive,  the  teacher  can  ac- 
custom her  pupils  to  use  subjunctive  forms  when  they  make 
a  supposition  which  is  either  doubtful  or  is  contrary  to  the 
fact.  Children  acquire  their  language-habits  chiefly  thru 
imitation.  The  study  of  grammar  has  small  effect  upon 
children  who  have  already  acquired  wrong  habits.  The 
use  of  the  subjunctive  to  express  certain  fine  distinctions 
should  be  encouraged,  especially  as  this  can  be  done  in- 
cidentally to  other  language  work.  Even  a  child  can  see 
that  the  following  form  expresses  something  regarding  which 
there  is  doubt: 

For  every  evil  under  the  sun,  there  is  a  cure  or  there  is 
none; 

If  there  be  one,  try  and  find  it;  if  there  be  none,  never 
mind  it. 
Lessons  82  and  Q2 

It  is  very  desirable  for  children  to  learn  these  old  rimes 
in  the  original  form,  and  to  understand  the  once  common 
use  of  me  as  a  dative.  It  would  be  well  for  them  to  para- 
phrase lines  in  which  a.  me  occurs,  showing  by  the  changed 
forms  that  they  understand  the  same  fully. 
Lesson  88 

The  locution  the  two  last  appears  in  this  lesson  and  many 
times  thruout  this  book.     Children  should  be  taught  to  use 


164  WRITTEN    ENGLISH 

this  form,  and  not  the  last  two.  Objects  in  nature  or  In 
art  do  not  usually  appear  in  groups  of  twos,  threes,  fours, 
and  so  on.  When  they  do,  we  are  only  able  to  designate  the 
fact  if  we  have  a  correct  habit  of  speech.  Dr.  Thomas  R. 
Lounsbury,  of  Yale  College,  has  shown  up  the  facts  regard- 
ing this  locution  in  one  of  his  illuminating  articles.  How- 
ever, this  is  not  a  point  of  grammar,  but  of  logic  and 
authority. 

Lesson  gi     See  note  on  Lesson  77. 

Try  and  drown  is  an  idiom  of  long  standing.  It  is  un- 
desirable to  try  to  drive  out  this  old  form,  even  if  it  could 
be  done.     However,  it  is  equally  correct  to  say  try  to  drown. 

Lesson  g2     See  note  on  Lesson  82. 

The  rule  for  contracted  statements  is  most  helpful  as  an 
aid  to  clearness.  Without  the  comma  to  show  where  a 
statement  ends,  we  should  have  an  and  joining  words  not 
in  the  same  construction.  William  Livingston  Klein,  in  his 
valuable  work.  Why  We  Punctuate,  calls  the  comma  a  dis- 
junctive, because  it  disconnects  words  apparently  connected. 
The  end  of  a  line  of  verse  provides  a  natural  break,  at 
which  the  comma  is  often  omitted,  even  when  called  for  by 
rule.  This  is  Illustrated  in  the  third  lines  of  the  rimes  in 
Lessons  38  and  39.  The  latter  contains  a  when-group,  and 
the  former  a  (disguised)  contracted  statement, — ^And  then 
[she  contest  back  again. 

Lesson  gj 

If  it  he  shows   uncertainty   as   to   the   fact. 

Lesson  log 

It  Is  customary  to  place  the  comma,  the  semicolon,  and 
the  period  inside  the  quotes  In  all  cases,  but  to  put  the  ques- 
tion-mark and  the  exclamation  point  either  Inside  or  outside, 
according  to  whether  they  are  a  part  of  the  original  quota- 
tion. 

Observe  that  the  quotes  used  before  the  quotation  are 
the  same  as  the  others,  except  that  they  are  inverted,  or  up- 
side down. 

When  a  quotation  Includes  a  new  paragraph  or  stanza, 
the  quotes  are  repeated  at  the  beginning  of  each  new  division. 
The  final  marks  are,  however,  written  but  once,  at  the  end 
of  the  quotation. 


WRITTEN    ENGLISH  165 

A  quotation  within  a  quotation  has  been  heretofore 
marked  by  single  quotes.  However,  usage  is  beginning  to 
reverse  this  fashion,  and  soon  quotations  will  be  inclosed  in 
single  quotes,  altho  it  is  not  done  in  this  book. 

Lesson  95     See  note  on  Lesson  7. 

Lesson  iig 

Above  all,  it  is  desirable  that  children  acquire  vigorous, 
idiomatic  habits  of  speech.  It  is  a  desirable  thing  that  the 
child  should  say  he  "helped  cook"  the  dinner,  and  it  is  in- 
conceivable that  any  person  acquainted  with  English  idioms 
should  name  this  among  the  "errors"  listed  in  minimal  re- 
quirements in  English.  It  is  not  desirable  to  cultivate  a 
priggish  pedantry  in  children,  such  as  would  be  shown  by 
abolishing  idiomatic  forms. 

Lesson  12'j 

One  may  oftea  take  his  choice  between  underscoring  and 
inclosing  in  quotes.  In  this  book  the  practice  has  been  fol- 
lowed of  underscoring  a  word  or  a  group  of  words  spoken 
of  as  such.     Underscoring  should  be  sparingly  employed. 

Lesson  128  and  133 

The  cipher  should  be  read  naught,  but  this  fact  is  largely 
ignored  in  the  schools,  where  we  hear  usually  the  word 
aught   (anything)   instead. 

In  the  following  puzzle  one  may  substitute  either  cipher 
or  sigh  for  so  as  to  make  sense: 

U  0  a  0, 
But  I  0  thee; 
Oh,  0  no  0, 
But  oh,  0  me! 

Lesson   I2Q 

Do  not  use  the  period  after  per  cent.  This  was  once 
customary,  because  the  form  is  abbreviated  from  per  centum 
(by  the  hundred). 

Lesson  132 

There  is  no  good  explanation  except  custom  for  the  use 
of  the  colon  after  the  salutation  in  letters. 

The  colon  in  connected  discourse  is  usually  equivalent  to  a 
sign  of  equality.  This  is  a  fairly  good  test  for  its  use.  In 
the  rime  given,  the  three  bags  of  wool  are  equal  to  one  for 
each  of  three  persons. 


166  WRITTEN    ENGLISH 

Lesson  133     See  note  on  Lesson  128. 

In  treating  of  abbreviations,  a  college  text-book  on 
rhetoric  says  only:  Abbreviations  are  vulgar.  It  is  better 
not  to  know  the  abbreviations  for  the  days  of  the  week  and 
the  months  of  the  year  than  to  overuse  them. 

In   addressing   any  person,  it  is   more  complimentary   to 
use  his    full   name   and   title,   and   this   is  necessary   in  very 
formal  letters. 
Lesson  134 

1  The  use  of  abbreviations,  other  than  those  of  certain 
titles,  if  in  the  body  of  a  letter  or  manuscript,  at  once  pro- 
claims that  the  writer  is  ignorant  of  good  form.  In  tables, 
calendars,  and  other  statistical  matter,  it  is  permissible  to 
use  the  accepted  abbreviations. 

2  Courtesy  requires  that  the  title  Reverend  should  be 
preceded  by  the  and  followed  by  Mr.;  thus,  the  Reverend  Mr. 
Brown.  It  is  both  discourteous  and  ignorant  to  abridge  what 
is  required  by  good  form. 

3  A  rule  of  usage  called  the  "courtesy  of  pronouns" — 
not  grammar,  for  no  grammar  is  involved — requires  that 
one  speak  of  himself  last  and  of  others  first;  thus, 

You  and  John  and  I  will  go; 

You  and  I  must  wait  here; 

You  and  the  other  boys  may  go. 

4  Discard  all  periods  except  at  the  end  of  declarative 
sentences  and  after  certain  abbreviations.  The  items  on  an 
envelope  are  not  abridged  sentences.  Do  not  use  points 
upon  an  envelope,  unless  two  or  more  items  are  arranged 
upon  the  same  line,  in  which  case  use  the  comma.  Do  not 
abbreviate  the  name  of  the  state  or  county  unless  another 
item  precedes.  Some  offices  do  not  even  use  the  period  after 
abbreviations,  and  certain  prominent  magazines  use  no  period 
after  the  names  of  writers  of  articles.  Study  leading 
publications  to   see  what  is   the  best  use. 

5  Letter-writing  is  best  taught  thru  the  medium  of  real 
letters.  A  good  method  is  to  assign  to  each  pupil  two  or 
three  states,  asking  that  he  write  a  letter  of  inquiry  upon 
some  definite  topic,  and  that  he  send  this  letter  to  the  ap- 
propriate department  of  the  state.  Such  letters  should  be 
revised  before  being  sent,  and  a  stamp  should  be  enclosed  for 
the  reply.  The  various  replies  should  be  compared  as  to  the 
style  of   all  portions,    and   the  collection  may    (by  previous 


WRITTEN    ENGLISH  167 

agreement)  become  the  property  of  the  teacher  or  of  the 
school,  to  be  used  the  following  year  for  comparison  with 
the  collection  of  that  year. 

Lesson  13s 

Children  should  notice  the  use  of  the  ampersand,  and 
keep  it  for  proper  uses  only.  Many  of  the  best  business 
houses  now  require  the  addresses  to  be  written  in  the  block 
style  without  periods  and  commas. 

Additional  Rimes,  Number  40 

The  story  of  the  old  woman,  who  doubted  her  own 
identity  after  her  petticoats  were  cut  off,  is  found  in  the 
folk-lore  of  nearly  every  country  in  Europe. 

One  or  two  additional  items  may  need  to  be  mentioned: 

An  author's  name,  following  a  quotation,  is  preceded  by 

a  dash  if  placed  on  the  same  line  as  the  last  line  quoted; 

otherwise,   it  needs   no   dash. 

Yes  and  no  may  have  any  value,  from  that  of  the  full 

senterxe  to  that  of  the  mere  interjection. 

Time  is  often  marked  by  a  colon;  as,  6:  25  p.  m. 

Certain  abbreviations  are  used  occasionally  in  this  book, 
as  St.  for  Saint.  Usage  may  eventually  demand  the  full  form 
in  every  instance.  The  city  of  Saint  Louis  has  ruled  that  its 
official  title  shall  not  be  abbreviated. 

Close  punctuation,  as  it  is  called,  conforms  to  rules  based 
upon  a  commonly  accepted  principle.  Open  punctuation,  on 
the  other  hand,  uses  points  only  when  there  is  danger  of 
misunderstanding.  The  present  tendency  in  America  is,  on 
the  whole,  toward  open  punctuation. 

ANSWERS  TO  RIDDLES 

PAGE  PAGE 

2  A  thorn  23  A  candle 

3  A  plum-pudding  30  A  walnut 

4  A  needle   and   thread  ^^  ^,       ^.  ^ 

43    Ihe  mist 

5  A  horseshper  45  Sunshine 

7  Coals  59  The  teeth  and  gums 

10  A  man,   a  stool,  a  leg  cf        60  A  star 

mutton,  a  dog  75  One 

12  A  chimney  88  An  egg 

14  A  well  91  A  churn 

16  An  egg  29  Two  (t's  in  that) 


INDEX  OF  FIRST  LINES 

A  cat  came  fiddling  out  of  a  barn 110 

A  dew-bit   and  breakfast. 122 

A  diilar,  a  dollar,  a  ten  o'clock  scholar 44 

A  dog  and  a  cat  went  out  together 120 

A  farmer  went  trotting 145 

Ah,  hear  the  wind  blow 43 

A  hill  full,  a  hole  full 43 

Alas,  alas  for  Miss  Mackay 45 

A  little  boy  went  into  a  barn 106 

A  little  cock-sparrow  sat  on  a  tree 113 

All  work  and  no  play 12 

A  man  went  a-hunting  at  Reigate 113 

A-milking,  a-milking,  my  maid ! 136 

Apple-pie,  pudding,  and  pan-cake 125 

A  red  sky  at  night 143 

As  I  walked  by  myself 131 

As  I  was  going  to  Saint  Ives 75 

As  I  was  going  up  Pippen  Hill.. 81 

As  I  went  to  Bonner 143 

As  round  as  an  apple 14 

As  soft  as  silk 30 

A  sunshiny  shower  , 8 

A  swarm  of  bees  in  May 11 

As  the  day  lengthens 78 

As  Tommy  Snooks   and   Bessie   Brooks 109 

A  was  an  apple-pie 57 

Barber,  barber,  shave  a  pig 76 

Ba-a,  ba-a,  black  sheep 132 

Bat,  bat,  come  under  my  hat 87 

Bee,  bee  with  buzzing  wing 34 

Be  you  to  others  kind  and  true 26 

Bessy  Bell  and  Mary  Gray 104 

Birds  of  a  feather  flock  together 66 

Black  we  are,  but  much  admired 7 

Black  within   and   red  without 12 

Bless  you,  bless  you,  burnie-bee 93 

Blow,   wind,   blow 73 

Bobby   Shaf toe's  gone   to   sea 143 

**Bow-wow,"  says  the  dog 138 

"Bow-wow-wow,  whose  dog  art  thou?" 136 

By,  baby-bunting 46 

Christmas  comes  but  once  a  year 107 

Cock-a-doodle-doo,  my  dame  has  lost  a  shoe 92 


Cock  crows  in  the  morning  to  tell  us  to  rise 23  and  24 

Cdck  Robin's  Courtship 153 

*'Come,  let's  to  bed" 122 

Come  when  you're   called 17 

Cross-patch,  draw  the  latch 142 

Cuckoo,  cuckoo  .  . 143 

Curly-locks,   Curly-locks,  wilt  thou   be   mine 105 

Cut  your  nails  Monday,  you  cut  them  for  news 155 

Daffy-down-dilly  has  come  up  to  town 136 

Dame  Trot  and  her  cat 59 

Dance,  little  Baby,  dance  up  high 74 

Death  and  Burial  of  Cock  Robin 140 

Dickery,  dickery,  dare 142 

Diddle,  diddle,  dumpling,  my  son  John 55 

Did  you  see  my  wife,  did  you  see 114 

Ding,  dong,  bell 101 

Doctor  Faustus  was  a  good  man 35 

Doctor  Foster  went  to  Gloster 134 

Eat,  birds,  eat,  and  make  no  waste 121 

Elizabeth,  Elspeth,   Betsey,   and   Bess 95 

Elsie  Marley's  grown  so  fine 118 

Every  lady  in  the  land 19 

Fa,  fe,  fi,  fo,  fum! 144 

Flour  of  England,  fruit  of  Spain 3 

For  every  evil  under  the  sun 91 

For  want  of  a  nail,  the  shoe  was  lost 85 

Four-and-twenty  tailors  went  to  kill  a  snail 68 

Friday  night's  dream 143 

Gay  go  up,   and   gay  go   down 150 

Georgie-porgie,   pudding  and  pie. 88 

Goosey,  goosey,  gander 94 

Great  A,  little  a 86 

Hark,  hark,  the  dogs  do  bark 95 

Here  we  go  up,  up,  up 52 

Here  am  I,  little  jumping  Joan 39 

He  that  would  live  in  peace  and  rest 10 

He  that  would  thrive  must  rise  at  five 25 

Hick-a-more,  Hack-a-more 45 

Hickery,   dickery,   dock 142 

Hickety,  pickety,  my  black  hen 58 

Hi,  diddle,  diddle,  the  cat  played  the  fiddle 42 

Hi,  diddle,  ding,  did  you  hear  the  bells  ring 68 

Hi,  diddle,  dout 142 

Hot  cross-buns 80 

How  many  stars  are  in  the  sky 27 


"How   do   you   do,    neighbor" 16 

Humpty  Dumpty  sat  on  the  wall . 16 

Hush-a-by,  Baby,  lie  still  with  th^^  daddy 37 

I  am  walking  out  so  early 84 

If  all  the  world  were  apple-pie 78 

If  I'd  as  much  money  as  I  could  spend 120 

If  ifs  and  ands  were  pots  and  pans. 77 

If  wishes   were   horses 77 

I  had  a  little  hen 99 

I  had  a  little  husband 146 

I  had  a  little  pony 21 

I  had  two  pigeons  bright  and  gay 32 

I  have  a  little  sister 60 

I'll  sing  you  a  song 89 

I'll  tell  you  a  story 28 

I  love  little  pussy 103 

In  marble  halls  as  white  as  milk 88 

Intery,  mintery,  cutery,  corn 26 

I  saw  a  ship  a-sailing 144 

I  sing,  I  sing  from  morn  till  night 96 

Is  John  Smith  within 32 

I  went  to  the  woods,  and  got  it 2 

Jack  and  Jill  went  up  the  hill 137 

Jack,  be  nimble!    Jack,  be  quick! 102 

Jack  Spratt  could  eat  no  fat 107 

Jack  Spratt  had  a  cat 69 

Jacky,  come  give  me  thy  fiddle 119 

Jenny  Wren  fell  sick 138 

Jerry   Hall,   he   is   so   small 63 

Johnny  shall  have  a  new  bonnet 137 

Lady-bird,  lady-bird ! 36 

Lady-bird,  lady-bird,  fly  away  home ! 81 

"Lend  me  thy  mare  to  ride  a  mile" 24 

"Let  us  go  to  the  wood,"  says  this  pig 115 

Little  Betty  Blue  lost  her  holiday  shoe 29 

Little  Boy  Blue,  come  blow  me  your  horn 82 

Little  Bo-peep  has  lost  her  sheep 149 

Little  cloud  athwart  the  sky 35 

Little  Jack  Horner 110 

Little  Johnny  Pringle  had  a  little  pig 76 

Little  Miss  Muffet 94 

Little  Nancy  Etticoat 23 

Little  Polly  Flinders 96 

Little  Robin  Redbreast  sat  upon  a  rail 20 

Little  Robin  Redbreast  sat  upon  a  tree 142 


Little  Tommy  Tittlemouse 15 

Little  Tommy  Tucker 13 

Mama's  a  lady,   and  that's  very  clear 101 

March   winds   and  April   showers 9 

Mary  had  a  little  lamb 151 

Matthew,  Mark,  Luke,  and  John 70 

Mistress   Mary,    quite    contrary 75 

Molly,  my  sister,  and  I  fell  out 40 

Monday  alone,  Tuesday  together 116 

Monday's  child   is   fair  of   face 33 

Multiplication   is   vexation 22 

My  dears,  do  you  know  that  a  long  time  ago \ 142 

My  maid   Mary,   she  minds  her  dairy 69 

My  mother  sent  me  over  to  your  mother 91 

Neddy,   Neddy,  quite  unsteady 117 

Needles   and  pins,  needles   and  pins 137 

Old  King  Cole  was  a  merry  old  soul 126 

Old  Mistress  MacShuttle  lived  in  a  coal-scuttle 90 

Old  Mother  Goose,  when   she  wanted  to  wander 141 

Old  Mother  Hubbard,  she  went  to  the  cupboard 139 

Old  Mother  Twitchett,  she  had  but  one  eye 4 

Old  Toby  Sizer   is   such   a  miser 108 

O  listen,  my  doll,  and  hear  something  new 49 

Once  I  saw  a  little  bird 116 

One  for  the  money 29 

One  misty,  moisty  morning 128 

One  to  make   ready 29 

One,  two,  buckle  my  shoe 56 

One,  two,  three,  four,  five 51 

O  that  I  were  where  I  would  be 78 

Over  the  water,  and  under  the  water 36 

Pat-a-cake,   pat-a-cake,   baker's  man 108 

Peas-porridge  hot,  peas-porridge  cold 47 

Peter,    Peter,   pumpkin-eater 66 

Peter  Piper  picked  a  peck  of  pickled  peppers 79 

Peter  White  will  ne'er  go  right .- 31 

Pinching,  plodding  Peter  Glide  labored  hard  for  money. . .  147 

Politeness  is  to  do  and  say ,  9 

Polly,  Dolly,  Kate,  and  Molly 62 

Polly,  the  milkmaid,  comes  over  the  plain 38 

Poor  dog  Bright 84 

Poor  old  Robinson  Crusoe 48 

Purple  plums  that  hang  so  high 34 

Pussy-cat,  pussy-cat,  listen  to  news 50 

Pussy-cat,  pussy-cat,  where  have  you  been 79 


Ride  a  cock-horse  to  Banbury  Cross 39 

Ride    away,    ride    away,    Johnny   shall    ride 119 

Robin  and  Richard  were  two  pretty  men 117 

Rock-a-by,  Baby,  up  in  the  tree-top 67 

Rub-a-dub-dub,  three  men  in  a  tub 150 

See-saw,  Margery  Daw 83 

See-saw,  sacaradown 87 

Shoe  the  old  horse 19 

Simple   Simon   met   a   pieman 147 

Sing  a  song  of  six-pence,  a  pocketful  of  rye 98 

Sing,  sing — what  shall  I  sing? 136 

Solomon  Grundy  was  born  on  Monday 54 

Some  little  mice  sat  in  a  barn  to  spin 118 

Snake,  snake,  come  out  of  the  grass 34 

Sneeze  on  Monday,  sneeze  for  danger 155 

Star   light,   star  bright 151 

Summer  winds,   blow  strong  and   cool 34 

St.  Swithin's  day,  if  thou  dost  rain 136 

Taffy  was  a  Welshman 100 

The  Babes  in  the  Wood 142 

The  barber  shaved  a  mason 143 

The  Bells  of  London  Town 150 

The  cock  doth  crow  to  let  you  know 136 

The  cuckoo's  a  fine  bird 143 

The  first,  the  worst 133 

The  girl  in  the  lane 105 

The  King  of  France  went  up  the  hill 54 

The  Lion  and  the  Unicorn 102 

The  man  in  the  wilderness  asked  me 124 

The  man  in  the  moon  came  down  too  soon 63 

The  north  wind  doth  blow. 148 

The  Queen  of   Hearts 97 

The  valiant  Tom  and  braver  Tim 56 

There  dwelt  an  old  woman  at  Exeter 99 

There  was  a  crooked  man 65 

a  fat  man  of  Bombay. 70 

a  jolly  miller 31 

a  little  man,  and  he  had  a  little  gun 144 

a  little  man,  and  he  had  a  little  head 53 

a  little  girl,  and  she  had  a  little  curl 73 

a  man,  and  he  had  naught. , .', 89 

a  man  of  our  town .  104 

an  old  soldier  of  Bister 115 

an  old  man  of  Tobago 130 

an  old  man  who  lived  in  a  wood 152 

an  old  woman,  as  I've  heard  tell 146 


There  was  an  old  woman,  and  nothing  she  had 72 

an  old  woman  had  three  sons 41 

an  old  woman  who  lived  in  a  shoe 106 

an  old  woman  tossed  up  in  a  basket 121 

There  were  two  blackbirds. 143 

They  that  wash  on  Monday 60 

This  crow  says,   *'What  think  you,   birds" 114 

This  duck  says,  "I  want  some  fish" 112 

This  little  pig  went  to  market 112 

Thirty  days  hath  September 71 

Thirty  white  horses  upon  a  red  hill , 59 

Thomas  of  Tattamus  took  two  tees 129 

Three  blind  mice 83 

Three  little   boys   a-sliding  went 147 

Three  wise   men   of   Gotham 69 

Tommy's  tears  and  Mary's  fears 14 

Tom,  Tom,  of  Islington 64 

To  make  your  candles  last  for   aye 141 

To  market,  to  market,  to  buy  a  fat  pig 55 

Tulips  in  the  garden  grow 18 

'Twas  on  a  merry  time,  when  Jenny  Wren  was  young.  ...  153 

Tweedle-dum  and  Tweedle-dee  resolved  to  have  a  battle. .  52 

Two-legs  sat  upon  Three-legs 10 

U  0  for  a  0  [You  sigh  for  a  cipher] 165 

Up  hill,  spare  me 109 

Up  she  goes,  and  down  she  comes 136 

"Up  the  rope,  up  the  rope,  ever  so  high!" 136 

Was  ever  heard  such  noise  and  clamor 48 

Wee  Willie  Winkie   runs   thru  the  town Ill 

We're  all  in  the  dumps 30 

What  are  little  boys  made  of,  made  of 61 

What  do  I  see 143 

What  goes  up  must  come  down 44 

What  shoemaker  makes  shoes  without  leather 5 

When  I  was  a  bachelor,  I  lived  by  myself 85 

When  the  wind  is  in  the  east 68 

When  good  King  Arthur  ruled  this  land 149 

When  V  and  I  together  meet Ill 

**Where  are  you  going,  my  pretty  maid?" 145 

"Who  killed  Cock  Robin?" 140 

Whoop!  ring  the  bells,  and  sound  the  drums 103 

X  shall  stand  for  playmates  ten 133 

Yankee  Doodle  came  to  town 143 

Young  lambs  to  sell 127 


GENERAL  INDEX 

PAGE 

a,  compounded  with  verbal  forms,  means   in  or  on 61 

a,  repeated  to  show  number 53 

abbreviations 134,  166 

accent,   the  grave 128 

alinement 12 

alright 161 

ampersand,  the  use  of  the 57,  134 

ancient   or   solemn   style 105 

and,  the  introductory 53,  162 

and,  in   reading  numbers 72 

Answers  to  Riddles 166 

apostrophe,  not  required  in  names  of  places 134 

apostrophe,  the  use  of 14,    17,  129 

caps    and   points,    terms    defined 1 

caps  in  terms   of   relationship 37 

centering 9 

colon,  the  use  of  the 130,  132,  165 

compound  words 20 

contracted  statement 92 

contraction 17 

couplet 8 

dash,   the  use  of  the 125,  126 

direct  address 34 

dont;  he  dont  a.  proper  and  historical  form 92 

emphatic  repetition,  or  pleonasm 58 

folk-lore,  defined 33 

Forbush,  William  Byron,  quoted. iii 

full   in   composition 98 

Gill,    or   //// 159 

grave  accent 128 

Hush-a-by  Lady  from  Rock-a-by  Street,  Eugene  Field...    Ill 

idiom   and   idiomatic   language 92,    119,  165 

indention 160 

indention,  diagonal 54 

independent  statements 22,  o7,  161 

interior  or  internal  rimes 66 

interjection,  defined 42 

Klein,  William  Livingston,  Why  We  Punctuate 164 

limerick 70 

logomachy,    a  game 135 


Lounsbury,  Dr.  Thomas  R.,  cited lii,  164 

Lowell,  James  Russell,  quoted iii,  72 

marry,  an  old  interjection 132 

Matthews,    Brander,    Versification 158 

me,  as  formerly  used 82,  92,  163 

naught  (not  aught)   in  reading  numbers 128,  133,  165 

O,  the  use  of 49,  162 

parenthetical,  defined 107 

parody,  defined 48 

per  cent 129,  165 

pleonasm 58 

plural,  defined 129 

points — see  Summary  of  Rules 156 

proper  names,  defined 1,   159,  160 

quotation  within  a  quotation 165 

quotations,  broken 122 

quotations,  indirect 124 

quotes  and  quotations,  direct 109,  121 

repartee 131 

rime 8 

rhythm,  dependent  upon  beats 12,  160 

Rule  of  Three 22 

say,  as  interjection 93 

series 51 

shall  and  will,  should  and  would 72,  78,  162,  163 

street-cries 80,  127 

Storrs,  Dr.  Caryl   B.,  quoted 161 

subjunctive,  illustrated 77,  78,  91,  163 

surnames 160 

the  two  last 88,  163 

try  and  drown 91,  164 

underscoring 127 

verifying,  explained 4 

word-groups  of  cause  or  reason 84 

of  condition 77 

of  description    (or  explanatory) 63 

of  restriction .  65 

of  time  or  place 67 

would  and  should 72,  78 

Winship,  A.  E.,  quoted iv 


YB  35247 


M69863,  n.aio 


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